NOTICE OF PUBLIC MEETING of the Board of Directors of Pinecrest Academy of Nevada

Notice is hereby given that the Board of Directors of Pinecrest Academy of Nevada, a public charter school, will conduct a public meeting on December 16, 2015 at 5:30 p.m. at 1360 S. Boulder Highway, Henderson, Nevada 89015. The public is invited to attend.

Attached hereto is an agenda of all items scheduled to be considered. Unless otherwise stated, items may be taken out of the order presented on the agenda at the discretion of the Chairperson.

Reasonable efforts will be made to assist and accommodate physically handicapped persons desiring to attend or participate at the meeting. Any persons requiring assistance may call Kimberly Ballou at (702) 431-6260 in advance so that arrangements may be conveniently made.

Public comment may be limited to three minutes per person at the discretion of the Chairperson.

1 AGENDA December 16, 2015 Meeting of the Board of Directors of Pinecrest Academy of Nevada

(Action may be taken on those items denoted “For Possible Action”) 1. Call to order and roll call. (For Possible Action).

2. Public Comment and Discussion. (No action may be taken on a matter raised under this item of the agenda until the matter itself has been specifically included on an agenda as an item upon which action will be taken.)

3. Review and Approval of Minutes from the November 18, 2015 Board Meeting. (For Possible Action.)

4. Review of Schools Financial Performance. (For Discussion.)

5. Review and Approval of Final Revised Budget for the 2015/2016 School Year. (For Possible Action.)

6. Discussion and Possible Action Regarding Kindergarten Enrollment Plans for the 2016/2017 School Year. (For Possible Action.)

7. Review and Approval of the Executive Director Job Description. (For Possible Action.)

8. Discussion and Possible Action Regarding the Appointment of an Executive Director for Pinecrest Academy of Nevada and Appointment of Principal for the Pinecrest Academy Horizon Campus. (For Possible Action.)

9. Discussion and Possible Action Regarding Principal Evaluations. (For Possible Action.)

10. Update Regarding Progress with STEM Grant/Next Generation Science Standards. (For Discussion.)

11. Lead Principal and Principal Reports. (For Discussion.)

12. Public Comments and Discussion. (For Discussion.)

2

13. Adjournment. (For Possible Action.)

This notice and agenda has been posted on or before 9 a.m. on the third working day before the meeting at the following locations:

(1) Pinecrest Academy of Nevada – Horizon 1360 S. Boulder Highway, Henderson, Nevada. (2) Pinecrest Academy of Nevada – St. Rose – 1385 E. Cactus Ave., Henderson, Nevada (3) Pinecrest Academy of Nevada – Inspirada – 2840 Via Contessa, Henderson, Nevada (2) Henderson City Hall – 240 South Water Street, Henderson, Nevada. (3) Las Vegas City Hall – 495 S. Main St., Las Vegas, Nevada. (4) Grant Sawyer Building – 555 E. Washington Ave., Las Vegas, Nevada. (5) Academica Nevada – 1378 Paseo Verde Parkway, Suite 200, Henderson, Nevada.

3 PINECREST ACADEMY OF NEVADA Supporting Document

Meeting Date: December 16, 2015 Agenda Item: 3 – Review and Approval of Minutes from the November 18, 2015 Board Meeting. Number of Enclosures: 1

SUBJECT: Review and Approval of Minutes from the November 18, 2015 Board Meeting. X Action Appointments Approval Consent Agenda Information Public Hearing Regular Adoption

Presenter (s): Board Recommendation:

Proposed wording for motion/action:

Motion to approve the minutes from the November 18, 2015 Board Meeting.

Fiscal Impact: N/A

Estimated Length of time for consideration (in minutes): 2-3 minutes Background: A Board meeting was held on November 18, 2015. As such, the minutes will need to be approved for this meeting. Submitted By: Staff

4

MINUTES of the meeting of the BOARD OF DIRECTORS of PINECREST ACADEMY OF NEVADA November 18, 2015

The Board of Directors of Pinecrest Academy of Nevada held a public meeting on November 18, 2015 at 5:30 p.m. at 1385 E. Cactus Ave., Henderson, Nevada 89183.

1. Call to order and roll call.

Board Chairperson Randall Walker called the meeting to order at 5:30 p.m. Present were Board Members Randall Walker, Kacey Thomas, Travis Keys, Kevin Smoot, Rod Streets, Marni Watkins, and Jeff Cahill (6:08).

Also present were Principal Carrie Buck, Assistant Principal Jessica LeNeave, Principal Lucy Keaton, Principal Yolanda Hamilton, and Assistant Principal Wendy Shirey, and Academica Nevada Representatives Ryan Reeves, Trevor Goodsell, and Arthur Ziev.

2. Public Comments and Discussion.

Heidi Iseda, a Pinecrest parent, addressed the Board and stated that she had been facilitating a program since 2007, which is a life skills and abstinence program that had been previously funded by the Department of Health and Human Services. Ms. Iseda gave an overview of the program and stated that she would like a chance to give a more in-depth presentation to the staff in the future, and present an assembly to some of the students. Ms. Iseda stated that the program would use age appropriate information to advise students of the risks of drugs and alcohol, as well as engaging in sexual activity, adding that they would encourage students to make positive goals. Ms. Iseda further stated that this is a free program that they have shared with other schools in the valley.

Leroy Chase, a founding Pinecrest Board member and teacher at the Horizon campus, addressed the Board and stated that he had a vested interest in Pinecrest and its success, adding that there were some amazing administrators who had made it what it is and, as such, was in attendance to give his support to Jessica LeNeave as a future principal in the Pinecrest system. Mr. Chase stated that Ms. LeNeave had been a very accessible administrator to both the students and the teachers, adding that she will either help solve a problem, or explain why she cannot, concluding that she is an outstanding administrator whom he would like to endorse. Member Walker stated that he had known Mr. Chase for many years and could confirm that Mr. Chase was not one to give praise lightly.

Carlos and Mandy, parents at St. Rose, expressed concern about the ELA testing and wondered why the students were being tested on things they had not yet learned. Member Walker stated that he would request that Principal Keaton get their contact information immediately so that she could contact them in the next few days with answers to their questions.

3. Review and Approval of Minutes from the October 14, 2015 Board Meeting.

Member Thomas Moved to Approve the minutes from October 14, 2015 Board Meeting. Member Keys Seconded the Motion, and Board voted unanimously to approve.

Page 1 of 22 5

5. Discussion and Possible Action to Approve Grade-Level Enrollment Targets for All Campuses and Initial Enrollment Dates for the 2016/2017 School Year.

Mr. Ryan Reeves addressed the Board and stated that this was a continuation of an item that had begun at the past board meeting, adding that there had been a few issues that had not been resolved. Mr. Reeves stated that some statutory changes had been made, including the mandate to send postcards to houses within a two mile radius of each campus that would be adding a grade level or adding more than 10%. Mr. Reeves further stated that they needed to determine the enrollment targets for the Horizon and Cadence campuses. Mr. Reeves explained that they were proposing that Horizon move to a K-6 campus, reaching a total enrollment of 815 students at that campus including kindergarten, noting that the total enrollment at Cadence would be 915 students. Mr. Reeves explained that this would overlap with the Lease Agreement for Cadence, stating that Mr. Ziev would speak to it in the next agenda item, as there would be minimum enrollment targets necessary for Cadence in order to meet lease obligations.

Mr. Reeves stated that the question would be whether to maintain Horizon as a K-8, recognizing that those middle school numbers could be difficult to reach; whether to go to a K-6; or whether to raise enrollment to 125 per grade level and change to a K-5. Mr. Reeves stated that part of the past discussion had been that fifth grade currently participates in a rotation with the middle school that would not be able to continue if they moved to a K-5 scenario, however, keeping fifth and sixth grade at Horizon might not be ideal when considering what the other campuses are doing. Mr. Reeves proposed possibly leaving enrollment open at Horizon for the three middle school grades to see what happens and make adjustments afterward after open enrollment, which would be the downside because families would then have to be contacted and possibly be told that that their students would have to attend Cadence rather than Horizon, and that could present a credibility issue. Member Thomas asked if they could alert parents to the possibility that a change might occur. Member Keys stated that his opinion was that they would definitely want to make that clear to parents up front. Member Watkins stated that they needed to be very straight forward to avoid any credibility issues. Member Walker concurred and stated that it might be worth is to see what the outcome would be, however, he was doubtful there would be enough to fill both of the middle schools at both the Horizon and Cadence campuses.

Member Walker stated that it might be more beneficial to figure out if they would want to keep sixth grade at Horizon, assuming they could hit the enrollment targets with the other grades, adding that he was doubtful that there would be enough teachers at Horizon to make that rotation with just fifth and sixth grade beneficial. Member Walker further stated that they would be sacrificing the education of the sixth graders in order to provide an opportunity to the fifth graders, adding that they ought to have either a complete middle school or no middle school, especially considering that fifth grade students are not generally accustomed to rotating with middle school. Member Watkins suggested that perhaps there could be a way of integrating some of the fifth grade students at Horizon with the sixth grade at Cadence.

Member Keys asked if there was a survey question regarding this issue, to which Principal Buck replied that there was something to that effect in the parent survey, however, they probably would not have a clear idea of what to expect until after enrollment begins, which was why she would like to see what happens with the enrollment numbers. Member Walker asked Mr. Chase if he had an opinion on the matter, to which Mr. Chase replied that he felt that a large population of the middle school students at Horizon walk to school and that they would most likely have transportation issues getting to Cadence. Member Walker stated that it sounded like an argument to keep the middle school intact at Horizon, to which Mr. Chase replied that he would prefer that, adding that he just did not think the majority of middle school students would move to Cadence. Member Thomas stated that she has a “walking” student, but in actuality, her daughter has permission to walk off campus and meet her at Kmart to avoid the traffic, which was true for a large number of students. Member Thomas asked Mr. Chase his opinion on keeping just sixth grade at Horizon, to which he replied that he would not want to do that.

Page 2 of 22 6

Member Walker stated that it might be best to go with Mr. Reeves proposal, making it very transparent that actual enrollment may change depending on the needs. Member Streets asked if some targets could be set, so that question could be answered, which parents will be likely to ask. Mr. Reeves stated that he thought the target should at least be sixty per grade, to which Principal Buck stated that she thought it should at least be ninety and that one hundred twenty would be optimal. Member Walker asked if it was being proposed that they market Horizon as a K-8 and Cadence as a K-9, and then revisit the situation in February when I final decision could be made, to which Mr. Reeves replied in the affirmative.

Ms. Mariah Bush, a parent at Pinecrest Horizon since the beginning, asked if they enroll for middle school at only one of the campuses, would they be guaranteed a spot regardless at one of the two campuses after the final decision was made. Mr. Reeves stated that Cadence would have the ability to expand, as these projections would not see Cadence at capacity. Mr. Arthur Ziev addressed the Board and stated that the first phase of Cadence would give the middle school enough capacity for the proposed projections, however, the lease has tremendous flexibility in that, with higher enrollment numbers, they could begin phase two earlier. Member Watkins asked if phase two could financially begin sooner, to which Member Walker replied that they could if they had the enrollment numbers. Mr. Ziev clarified that Mr. Reeves was correct in that the elementary side would not be at full capacity and could therefore accommodate extra middle school classrooms.

Ms. Dana Seamon, a parent at Horizon, expressed concern that if she enrolled her students at one campus or another, they would lose their seats if one campus’ enrollment was full. Member Walker stated that he did not think there would be an issue ensuring a seat at Horizon, and that they had just determined that there were options at Cadence to make sure that all who enrolled from Horizon would have a seat.

Ms. Breanna Ciezki, a middle school teacher at Horizon, stated that she agreed with the ninety student minimum per grade level, because at sixty there would only be two classes per grade level, which would require teachers to teach three different grade levels, adding that it would be very difficult and that there might be teachers who might not want to continue teaching under those conditions. Some discussion ensued regarding the benefits of enrollment targets of sixty versus ninety per grade level, with Member Walker concluding that they would have to make a decision once the numbers were known. Assistant Principal Crawford addressed the Board and asked what they would do if Horizon hit the target of ninety, but Cadence did not hit its targets, to which Member Walker stated that they would have to discuss it in February. Member Thomas stated that she did not foresee all the numbers being thrown around as an issue, adding that she feels fairly confident that they might end up with enough students at both campuses. Member Keys stated that they could shoot for ninety, however, they would not need to publicize it, to which Member Watkins stated they could keep the number at ninety and make a decision later. Member Keys suggested that they make it very clear in the marketing that if they decide not to go with a middle school at Horizon, those students would be assured a seat at Cadence.

Member Watkins Moved to Table this item until the end of January based on whether or not ninety students per grade level enroll at the Horizon campus for middle school, which would be candidly communicated to the community, and if those targets are not attained families would have the opportunity to enroll at the Cadence campus and be guaranteed a spot there. The Board voted unanimously to Table.

This item was tabled.

10. Review and Approval of Lease Agreement for the Pinecrest Academy Cadence Campus and Update on Project.

Mr. Ziev asked the Board to turn to page 424 in the support documents so that he could begin with the site plan for the Cadence campus, adding that the lease would be for approximately twenty acres from Landwell Cadence to the Turner-Agassi Group for them to build a campus and then lease it with an option to purchase by

Page 3 of 22 7

Pinecrest Academy. Mr. Ziev stated that the folks at Landwell Cadence had been so great to work with and were selling the land for about one-third to one-fourth of the market value, adding that they would be paying for all of the offsite improvements including bringing utilities and the roads to the site, as well as the extra soil required to level the land, which is in the neighborhood of $200,000.00. Mr. Ziev explained that it is a twenty acre site and that all of the governmental approvals were in place and that plans were almost ready to be submitted, adding that they filled the plans with as many buildings as could fit on the property, which would not necessitate an obligation to build out to that point. Mr. Ziev stated that the square footage would be about 200,000, which would be built in phases, adding that the phases were not locked in stone as the lease was very flexible. Some discussion ensued regarding the various phases and corresponding timelines, with an emphasis on the flexibility of the phases. Mr. Ziev explained that phases one through three were included in the lease at a development cost of about 24.2 million dollars, adding that if the fourth phase was added, it would go up to just under 30 million. Some additional discussion ensued regarding the roll-out of the phases and the site plan.

Mr. Ziev pointed to the cash flow analysis for the lease in the support documents on page 423, which showed the amounts due in rent and the projected number of students, adding that the percentage in rent would be about 11% of revenues for the first year, versus the 20% that many of the schools around the country face. Mr. Ziev stated that the percentage of revenues would escalate over time, allowing the campus to build up balances and things of that nature. Mr. Ziev further stated that all of these projections are the estimated cost of the project plus a 10% contingency, adding that in most cases they do not come near having to use that 10%, especially considering that most surprises requiring that 10% happen with the offsite improvements, which will not be an issue in this case. Mr. Ziev explained that they would need to hit 80% of the FTEs or the lease would be in default, noting that they would be looking for ways to increase enrollment well before that.

Member Walker asked what the capacity would be in year four when the projected enrollment would be 1,600; to which Mr. Ziev replied that Cadence could house an additional 300 students at that point. Member Walker asked if, in the future, that maximum number could be put in parenthesis so that it would be apparent what they could achieve if they become very successful.

Mr. Ziev stated that there would be some flexibility with the lease payments in that they could be increased if enrollment is higher than expected so that there would be less to pay on the back end. Member Walker asked if the buy-out period for Cadence was shorter than that of St. Rose and Inspirada, to which Mr. Ziev replied that it was. Member Walker asked if the leases for all three campuses were staggered in such a way that it would make it difficult to roll all three in to one bond issue, to which Mr. Ziev replied that there was some overlap. Some discussion ensued regarding what had been done in the past and what could be done in the future as far as the bond issue goes and the eventual buy-out, including appraisal numbers. Mr. Beckman added that the eventual appraisal and buy-out would also depend upon which rent schedule they choose. Mr. Beckman stated that they should also be aware that the rent cost listed was just a base rent, however, they would be responsible for covering the landlord’s insurance for the project, which would be minimal, and noted that after construction the landlord would only be responsible for the structural components of the project.

Mr. Ziev suggested that if they were ready to approve the lease that they state that it be approved subject to final review and approval by counsel, as well as approve the authorized signature of the lease and other related documents that are representative of the lease. Member Walker asked Mr. Reeves who they would typically delegate that to, to which Mr. Reeves stated that it would typically be the Board Chair.

Member Keys Moved to Approve the lease for the Cadence campus with minor adjustments and approval of counsel, delegating the authority to the Board Chair to sign all related lease documents. Member Watkins Seconded the Motion, and the Board voted unanimously to Approve.

Page 4 of 22 8

4. Principal Reports.

Principal Buck stated that the principal reports began on page 16 of the support documents, beginning with a report on the CSAN conference, at which Pinecrest had twelve presenters. At Member Walker’s request, Principal Buck explained that CSAN is the Charter School Association of Nevada, in which charter schools across Nevada are united in the vision of charter schools, charter topics, and charter legislation; adding that their annual conference had been held that past November 2 at the Somerset Losee campus with the help of Academica and Bethany Farmer. Member Walker stated that he did attend and was able to glean some good information, adding that he would encourage the rest of the Board to attend next year, if they could.

Principal Buck stated that she had included the STAR assessments and wanted to point out that they were growing students in every classroom, noting that they had to increase their transparency in order to show their grade level ranks because they have so many advanced students, and so made it a little more rigorous. Principal Buck discussed the outcome of STAR assessments across the Pinecrest system, including the differences between the math and reading outcomes. Member Walker asked what the strategic plan was to increase the reading proficiency, to which Principal Buck replied that they had added the Power Reader program where they aim to build the capacity and motivate the students to read for longer times and at higher levels, adding that one of the reasons they brought on Principal Keaton was because reading is where she had shown a lot of growth.

Member Walker asked if Power Readers was the JiJi of reading, to which Principal Buck replied in the affirmative. Member Smoot stated that he disagreed in the similarities between the two programs and would compare JiJi more to the Lexia reading program, where with Power Readers a student reads a book and is then asked questions, and with Lexia a student is redirected when he or she gets an incorrect answer so that they are able to learn.

Member Watkins asked Principal Buck to explain the way the different programs (Study Island, ST Math, and Pinecrest Power Readers) are evaluated. Principal Buck gave a detailed account of differentiated learning and how those are evaluated in an effort to answer Board member questions regarding the evaluations and how to make improvements. The various Board members expressed a deep concern about the lowness of the numbers and how the students could recover from those results. Principal Yolanda Hamilton addressed the Board and stated that part of the problem was that the initial testing may not have happened under ideal circumstances. Principal Lucy Keaton addressed the Board and stated that she had some issues with a teacher that she had since replaced, adding that, though Lexia is a great reading program, it costs about $65,000.00. Principal Keaton explained that Study Island and ST Math are very good at preparing students for testing, targeting exactly what the students need to know. Principal Keaton further stated that she is the developer of Power Readers and had many years of experience with it, adding that they would want to see a minimum of 1.5 years of growth each year, to which Members Walker and Thomas stated that that was some of the information they were looking for.

Member Walker stated that he would like the three principals to come forward with a strategic plan for how they would make sure there were no red portions on the data, adding that they had done it with math previously. Member Walker stated that could tell that by their facial expressions that they were confident that the scores would improve, however, he would expect the action plan at their next meeting and an explanation of how the next test scores should reflect that plan. Member Walker stated that he gave them kudos for the improvement in math, however, that might have caused them to take their eyes off the reading strategies, adding that if the Board needed to figure out a way to buy a new tool, then they would take a look at the budget and figure out a way to do that.

Principal Buck stated that the data showed that Pinecrest students had shown growth, they were just not keeping up with the national average. Member Walker stated that that was probably not the best argument to

Page 5 of 22 9

make because he would expect our students to be above the national average. Some additional discussion ensued regarding the national average and whether or not the students are above average but not growing at the national average’s rate, or testing below the national average. Assistant Principal Jessica LeNeave addressed the Board and explained that the data did not take into account where a student began, in that a second grade student potentially had a base of 2.6; which is way above their grade level, however, they might have dropped to a 2.4 on the next test which, although it is a decrease, would still be above grade level. Member Smoot asked if they were possibly still growing, just not 0.3; to which Ms. LeNeave replied in the affirmative. Member Walker stated that no matter what they want the students to progress, regardless of whether they are above their proficiently level. Member Smoot stated that there was potentially a problem and urged the principals to make sure that they saw some true and positive results.

Principal Keaton stated that at St. Rose they had read 8,450 books independently and received an 85% or better on their assessments, which will hopefully help to improve those upcoming reading assessments along with the curriculum. Principal Keaton further stated that they recently had their first barbeque celebrating some of those readers, adding that she hoped that would further motivate the students. Principal Keaton stated that St. Rose had raised $15,000.00 with their cookie dough fund raiser. Principal Keaton further stated that they had a new full sound system, adding that the PTO had been working hard and they had received a lot of parent participation.

Principal Hamilton issued an invitation to the Board to come and visit the campus and proceeded to give the Board a snapshot of what had been happening at the Inspirada campus and how much they had accomplished since the beginning of the year. Principal Hamilton stated that they had spent a full day with the people from McGraw-Hill going over curriculum, adding that they had laptop carts assigned and set up for each grade level. Principal Hamilton stated that they had been making improvements in ST Math, Study Island, and Power Readers, adding that she had not been familiar with the data that the Board was presented with, however, she would a look at the data and make sure they were heading in the right direction. Principal Hamilton stated that they had been going through some training with their front office staff to ensure that customer service was improving. Member Thomas asked if that training was taking place with all the staff members, to which Principal Hamilton stated that it was the front line, as in the first people you would come in contact with when visiting the school. Principal Hamilton stated that the PTO had been actively fund raising and that they had just had their APEX Fun Run which had raised over $30,000.00, adding that many of the teachers had been successful with Donor’s Choose. Principal Hamilton further stated that their library was almost ready to go.

8. Review of Teacher and Parent Surveys.

Ms. LeNeave stated that after four years she was very pleased with the parent survey for Horizon for the first time, adding that the previous year’s survey showed that a lot of parents were not happy with communication, however, with changes that had been made they were finally receiving positive feedback in that regard. Ms. LeNeave further stated that there were many favorable reviews regarding staffing, with parents expressing that overall the staff was positive and welcoming and that they feel that the staff really cares about the children. Ms. LeNeave stated that curriculum was another positive area on the surveys in that parents are pleased with the differentiating of curriculum and feel that their students are able to progress no matter their level. Ms. LeNeave stated that some areas of focus had been: individualizing the homework so that those who need more help are getting what they need; continuing to educate the parents regarding Common Core so that they can help their students at home; and continuing to communicate with parents, specifically when it comes to Infinite Campus.

Assistant Principal Wendy Shipley addressed the Board and stated that she would speak to the teacher survey at the Horizon campus, adding that one of the highlights was that the teachers felt that there was a clear vision at Pinecrest and that the vision had been clearly communicated to the teachers and staff. Ms. Shipley stated that other highlights were communication, the climate and culture of the school, feedback and recognition, and

Page 6 of 22 10 collaboration. Ms. Shipley stated that some areas of improvement were: being readily available when needed, better communication between the teachers and the administration, and increased feedback on things the teachers need to work on.

Member Smoot asked if they had made any changes in order to be more accessible to the parents and teachers, as this had been an item that had shown up as needing improvement year after year. Principal Buck stated that, for one, she had given her cell phone number to the community at large in an effort to be accessible. Member Walker stated that it can be difficult to please distraught parents who want to talk to the principal and nothing less, suggesting that perhaps they could set up some protocol that would let the parents know that, even if they talk to the assistant principal, the principal could send a follow-up email informing the parent that they were aware of the situation.

Principal Hamilton stated that when she saw the survey and noted that parents were having issues with the way they were received at the school, she purchased a helpful book and focused on training her front office staff so that people enter and leave the school on a happy note, adding that she would be anxious to see if the parents notice an improvement. Member Smoot stated that he had been very concerned with the number of parents who had negative feedback regarding the office staff at Inspirada and asked if other more specific steps had been taken aside from sharing the book, to which Principal Hamilton stated that they had, especially with the specific person who had been mentioned by name.

Member Watkins expressed concern that there was a common thread through St. Rose and Inspirada in that parents did not feel that there was sufficient communication regarding curriculum between the teachers and parents and that they often have to rely on what their children tell them, which does not always work. Principal Hamilton stated that she felt they had addressed this issue in that teachers had been sending out weekly email newsletters as well as updating a Facebook page and Edmodo, noting that teachers had been very diligent in this regard, to the point where teachers copy the administration on emails that go out to parents and over communication had been encouraged. Principal Hamilton further stated that since receiving information regarding the Seesaw program at the CSAN conference, they had looked into implementing it as a way to give up to the minute updates to parents. Member Smoot suggested at some point using one tool for communication, to which Principal Hamilton stated that they hoped to do that at some point.

Member Watkins stated that it appeared that they were making strides to improve, adding that Seesaw would be a good thing because it shows parents what is actually happening in the classroom. Member Walker pointed out that there were some parents who commented that Infinite Campus was up to date, and then a few comments later another parent would comment that it was not up to date, concluding that there might be individual teachers who are struggling with updating Infinite Campus. Member Walker asked if this might be a system wide training issue, or if it might be possible to pinpoint the few teachers who are not on board with the requirements, to which Principal Hamilton replied that there had been some growing pains with Infinite Campus that they had been addressing, adding that her APs had been going in to verify that teachers were inputting information as they should.

Member Watkins stated that another issue appeared to be with the curriculum in that it was not challenging enough, to which Principal Hamilton replied that, not to excuse her staff, however, there was a learning curve and that she had invited McGraw-Hill out for the purpose of better training the staff on the curriculum, adding that they were also working with St. Rose and Horizon on that front. Member Watkins stated that some of the negative comments had to do with possible security issues, to which Principal Hamilton stated that the negative comments were in regards to TEAMS, the after school program that is run mostly by support staff, adding that parents are required to show a photo ID in order to pick up a student and that they have spoken with support staff to make sure that is happening. Member Smoot asked if they make the changes and communicated them as well, to which Principal Hamilton stated that they had just made the changes. Member Smoot suggested communicating the

Page 7 of 22 11 change as well. Member Walker stated that this would convey to the parents that their concerns are being addressed and encourage them to participate in the survey in the future, to which Member Thomas concurred.

Principal Keaton stated that she was overwhelming pleased with the results of the parent survey, however, St. Rose also received lower marks for communication, especially in regards to the minute details of what the students are doing day to day. Principal Keaton explained that in order to address those concerns, they went to their Learning Improvement Team who helped them create a weekly letter that goes out by grade level containing information that the parents need to be aware of, which had greatly reduced the amount of complaints they were receiving from parents regarding communication. Principal Keaton stated that the teachers had begun to create web sites where the parents can go to find information regarding their student’s class, adding that they also have the Pinecrest Periodical that goes out, sometimes daily, in order to keep parents apprised of goings on at the school.

Principal Keaton stated that the lunchroom had been another concern that came through the survey in that parents did not think that the students were given enough time to eat, adding that upon closer inspection they found that the students did have enough time, they were just using it to socialize instead of eating. Principal Keaton further stated that they had implemented some guidelines in the lunchroom to ensure that the students were eating, especially with the middle school, adding that using the microphone to communicate had also taken away the impression that the students were being yelled at during lunch.

Principal Keaton stated that parents were concerned that there were not enough lockers and that students had to carry too much, noting that, because it was a new school, they would have to work on some fundraising in the future that would provide additional lockers. Principal Keaton further stated that parking was a concern as well as crosswalk, adding that the crosswalks would be completed the following Monday and that they have parent volunteers that will serve as crossing guards. Principal Keaton stated that they had been working with the teachers in helping them understand the curriculum in such a way that they can articulate to the parents what the curriculum is and the expectations associated with it.

Member Watkins echoed Member Smoot in asking if they were doing anything to streamline their various modes of communicating, to which Principal Keaton replied that the weekly letters were their main mode of communication. Assistant Principal John Haskell addressed the Board and stated that they had also attended Principal Farmer’s presentation regarding Seesaw and that they were looking into implementing it.

Member Streets suggested that the principals get together collaboratively and go over the results of the survey and come up with some solutions and action plans. Member Walker agreed and stated that perhaps they could come up with a team-building day or a retreat of some kind with the Board and the principals in order to get some focus as far as Board members go.

Member Walker stated that in the teacher surveys the effectiveness of the instructional coaches was called in to question, adding that perhaps there should be some investigation completed as to why that might be.

Member Keys stated that he was pleased to see that the principals had looked at the surveys and already, in many cases, implemented changes, adding that if the principals and teachers were able to change perceptions, most of these issues would go away. Member Keys spoke regarding perceptions and how they can change the whole feel of the school, encouraging the new principals to lean on the lead principal for guidance. Member Walker stated that not everything should fall on the principal’s shoulders.

Page 8 of 22 12

6. Review and Approval of Lead Principal Evaluation Tool for Potential Year End Bonus.

Member Walker asked if the Board or Principal Buck had any comments to make regarding this item, indicating that it had already been spoken about revised. Member Keys stated that all of the concerns had been dealt with at this point and he felt ready to move ahead with it.

Member Smoot asked who would have to complete the rubric, to which Member Walker stated that each member would need to complete it. Member Smoot stated that they would have a lot of investigating to do if they had to fill out a rubric for all three principals, to which Member Walker stated that Principal Buck would evaluate the other two principals. Member Smoot clarified that they would be using the same rubric, but that the Board would evaluate the Lead Principal and the Lead Principal would evaluate the other principals.

Member Streets asked if this was just for the year-end bonus and if the same tool would be used for the final evaluation of the principal and whether or not the Board would do those evaluations for all three principals, adding that they should either do all three or only the Lead Principal. Member Watkins stated that his agenda items ties into the Executive Director agenda item. Member Walker suggested that they approve the evaluation “tool,” and discuss how it will be applied in a later item.

Member Thomas Moved to Approve the Lead Principal evaluation tool for potential year-end bonus. Member Streets Seconded the Motion, and the Board voted unanimously to Approve.

7. Review and Approval of Teacher and Staff Holiday Bonuses.

Member Watkins asked why the office staff was slated to receive a larger bonus than the teachers, to which Member Walker replied that this subject comes up every year. Mr. Goodsell explained that it was because the office staff is employed all twelve months, specifically the office manager and the registrar. Member Walker stated that this would not be a performance evaluation, but rather a token of appreciation. Member Watkins asked how much the counselors would receive, to which Mr. Goodsell replied that they would be considered a lead teacher and receive $175.00. Member Walker asked Member Watkins if she was satisfied with the answer, to which she replied that she would like teachers to receive equal to what the office staff receives. Mr. Goodsell stated that this was not a budgeted item, and noted that that Pinecrest was budgeted at a loss of about $200,000.00. Member Walker asked for a reminder of why that was so, to which Mr. Goodsell stated that it was because the Inspirada numbers were low. Member Walker asked what their surplus was from previous years, to which Mr. Goodsell stated that it was at about 1.5 million. Member Walker stated that in light of that surplus and despite the budgeted loss, he would still like to suggest that they offer this bonus, asking that Mr. Goodsell add it to the budget for the next year. Member Thomas stated that she also agreed that teachers should receive as much as the office staff and explained that in previous years staff had explained that they had ways of giving performance bonuses to the teachers, however, the office staff did not have those opportunities. Member Walker asked if the office staff had been included in the revision of the year-end bonus, to which Mr. Goodsell replied that they had not. Principal Buck stated that she would be fine giving the office staff $100.00.

Member Walker Moved to Approve the issuance of holiday bonuses to the teachers and staff of Pinecrest Academy for the 2015/2016 school year, adjusting the amount given to the office staff to $100.00. Member Keys Seconded the Motion, and the Board voted to Approve with one descending vote.

Member Walker suggested that the principals invite the Board members to hand out the bonus checks at the various campuses, which proffers good will with the teachers and staff.

Page 9 of 22 13

9. Review and Approval of the 2014/2015 School Year Financial Audit.

Mr. Goodsell apologized for the lateness of the audit, and stated that on page 12 of the audit the balance sheet could be found, pointing to a pension liability number of over 3 million dollars. Mr. Goodsell stated that these changes are a result of a new accounting pronouncement that became effective for years ending after June 15, 2015, adding that it is called GASB 68 and is basically a pension recognition statement. Mr. Goodsell stated that in the past they had to report on what was given to PERS every year as an expense, adding that now they must recognize their portion of the liability on the balance sheet, which comes out in total at 3.4 million on the balance sheet currently. Mr. Goodsell stated that everyone is aware that this change has been made and will not affect current or future bonds, adding that it is just an accounting pronouncement that must be put on the balance sheet and will not affect cash flow or income statements, and instead will show up as its own fund. Mr. Goodsell stated that they will still be able to show how things are running from an operations standpoint, noting that there will be a separate line listed as PERS Liability.

Mr. Goodsell stated that another change is in the capital lease, explaining that when a school opens they enter into a lease with Zion’s Bank for the furniture and curriculum, which should have been a capital lease from day one, however it was just caught by the auditors and needed to be changed. Mr. Goodsell explained that now, instead of expensing it, there is a monthly lease in the amount of about $500,000.00 (taking into account some accumulative depreciation). Mr. Goodsell stated that assets on the books include a current portion of $173,000.00 and a long term of $114,000.00 that will be increased because they had not included St. Rose or Inspirada. Mr. Goodsell stated that he went back and did an analysis on what the change would be to the equity, and had determined that it was only a $3,500.00 change, adding that the only difference would be how it is recognized, which is as depreciation instead of a lease expense. Some discussion ensued regarding the new accounting pronouncement and some details of its outcome.

Mr. Goodsell stated that on page 29 there was a small footnote regarding a receivable from Doral and a payment to Somerset, explaining that sometimes the charter schools managed by Academica will buy something in bulk at a discounted rate and then that amount will either need to be paid out to another charter or received from another charter. Mr. Goodsell further stated that that note still needed to be finished, however, the audit would still be due on December 1, 2015; adding that they would ask for an approval of the audit pending adjustments and Member Streets’ approval. Member Walker asked if it was a clean opinion, to which Mr. Goodsell replied in the affirmative. Member Walker asked if there were any management findings, to which Mr. Goodsell replied it was just the restatement for the capital lease as well as a change to wire transfers over $25,000.00 requiring a second signature, adding that there will be a financial policy change so that members of the Board do not need to be chased down each time a signature is needed. Mr. Goodsell stated that they would also be switching software which would allow the Board chair and the treasurer to sign electronically. Member Streets stated that he had met with the other treasurers regarding the issues, to which Member Walker asked if Member Streets was okay with everything and go along with the recommendations. Member Streets replied in the affirmative.

Member Watkins Moved to Approve the 2014/2015 school year financial audit with minor adjustments and Member Streets’ approval. Member Smoot Seconded the Motion, and the Board voted unanimously to Approve.

11. Establishment of Position and Appointment of Executive Director of Pinecrest Academy of Nevada.

Member Walker stated that he believed with adding the Cadence campus, they would need an executive director who manages the system, and that the Board members had varying opinions they would like to share. Member Walker stated that he was not aware that a job description that had been created for this position that shows the duties and responsibilities, adding that there were some policy issues that the Board would have to

Page 10 of 22 14

decide in terms of what powers and authority would be delegated to this person, adding that right now those duties really rest with the Board. Member Walker asked if the Board members would like to speak to the wisdom of having an executive director as opposed to four principals who report directly to the Board.

Member Watkins stated that she was not opposed to having an executive director, especially with four schools in the system and a need for a reporting structure, however, there were two different models in Las Vegas including the Doral model which is a supervisory model, and a Somerset model which is more of a support model. Member Watkins further stated that there had been discussions at the previous board meeting as to whether or not the executive director would have the authority to hire and fire, adding that tonight they had discussed whether this person would review the principals. Member Watkins stated that she would like to see proposals or invite the Somerset and Doral executive directors to attend the next board meeting and speak to what their roles are and how it fits in with their specific model, as well as what works and what does not, adding that it might be best to come up with a third model that would work best for Pinecrest. Member Walker asked Mr. Reeves to state whether or not two different executive director models existed with Somerset and Doral, to which Mr. Reeves replied in the affirmative. Member Watkins asked if it could be arranged to have John Barlow and Bridget Phillips speak to the Board at their next meeting about their various roles and how it works or does not work, to which Mr. Reeves replied that he would make arrangements for that to happen.

Member Walker stated that they would also need to have a job description drafted at that time as well, adding that they would also need a policy or policy adjustment in terms of what they would be specifically delegating by way of authority to the executive director. Mr. Reeves stated that he could bring the job description of the Somerset and Doral executive directors. Member Thomas stated that she believed that if there was ever to be a firing of a principal it should come to the Board level at the executive director’s recommendation, to which Member Watkins agreed. Member Walker suggested that it be set up so that any principal in a position to be let go would have the ability to appeal to the Board because there may be a situation where the principal would rather leave than undergo a required public discussion. Member Watkins stated that she would also like to have the input of the three principals regarding the position as well. Principal Buck stated that if there would be policy changes to the current lead principal position, she would want to know about it as soon as possible. Member Walker stated that they had not yet determined the timing for the executive director position, which would also be a financial decision, adding that they would also need to fill the principal position at Horizon.

Principal Buck stated that her current job description dictated that she evaluate the principals and that she would be evaluated by the Board, adding that if there was a change she would need to know. Member Walker stated that Principal Buck should continue under the lead principal job description until another determination could be made, noting that an executive director position would take the place of the lead principal entirely.

Member Walker summed up that they would need an executive director job description and to hear from the executive directors from Somerset and Doral at the next Board Meeting, to which Mr. Reeves replied that he would make that happen. Member Keys suggested that the job description not be tailored specifically for Dr. Buck, but rather suit any candidate that might fill the position now or in the future. Member Walker concurred and stated that the candidate should fit into the job description rather than the other way around. Member Thomas stated it should be clear that the roles for this new position would be split from that of a principal. Member Walker stated that previously they were not big enough for this position, however, with the lease being signed for the fourth campus, this was a direction in which they should move once the structure is developed.

Mr. Reeves stated that they would be ready for the next meeting to address these issues, however, the Board might want to determine how to proceed with the next few agenda items, one of which includes the appointment of a principal for the Horizon campus. Member Watkins stated that at the very least they did have a vacancy to fill in that of a principal at Cadence. Member Walker stated that it was a point well taken, however, they should proceed with the agenda and make a decision when that time came. Principal Buck stated that the reasoning behind that agenda item regarding a principal at Horizon was there was so they would not have an

Page 11 of 22 15 exodus of teachers at the Horizon campus, adding that if they could put a face with the new principal at Horizon, which would be for marketing and teacher retention. Member Walker stated that there were determinations that could not be made until it was decided what the executive director position would be and who would take that position, however, perhaps they could set it up in such a way that if A happens then B, if the Board sees that as acceptable. Member Walker suggested that they launch into the interview and then discuss these circumstances afterward.

This item was Tabled.

12. Interview of Principal Candidates.

Member Thomas suggested that one candidate leave the room as the other was interviewed. Member Walker stated that because this was a public meeting, they would ask the other candidate to leave, however, they were under no obligation to do so. Mr. Reeves further suggested that once the interviews had been completed, the candidates would be welcome to return home, acknowledging that they would be under no obligation to do so, and they would be contact by the lead principal as to the outcome. Member Walker stated that the described process sounded fine with him and asked for the first candidate to come forward.

Jessica LeNeave: Member Walker asked Ms. LeNeave to describe her background and to state why she would be the best candidate for principal of the Cadence campus. Ms. LeNeave addressed the Board stated that she was from Salem, Virginia, and due to poor performance at nearby public schools her parents sent her to a K- 12 private school, exercising school of choice before it became popular, adding that for high school she was able to attend a high performing public, and thus has experience with both. Ms. LeNeave further stated that after graduating from BYU, she taught in a charter school in Utah because she felt that the charter school model was a better fit for her, noting that she liked the autonomy and the focus by the administration on data. Ms. LeNeave stated that when she moved to Nevada she continued at a charter school after hearing that CCSD was so large that teachers often got lost in the shuffle, adding that she spent four and a half years at another charter school in town before moving to Somerset as a Physical Education specialist, however, she knew she wanted to be a part of Pinecrest and therefore started there in its first year as a founding teacher and lead teacher, before moving into a team leader position, which then turned into her current position as assistant principal. Ms. LeNeave stated that she had received a master’s degree in education psychology, which required a lot of data analysis. Ms. LeNeave stated that she feels data analysis is a major way in which change can be affected, adding that she also received a master’s in teacher leadership and administration.

Ms. LeNeave stated that she felt she would be the best candidate for the principal at Cadence for several reasons, one being that she loves Pinecrest and has loved her journey there, adding that she had enjoyed being a part of Pinecrest and seeing the growth that had taken place. Ms. LeNeave stated that another reason was that she felt like they had really gotten into the heart of data driven instruction and that they were able to be very transparent with their data and addressing issues head on as a leadership team. Ms. LeNeave further stated that she felt poised to stand in front of the parents and talk to them about the benefits of Pinecrest, adding that she believes in the model and where the school is going, especially in regards to secondary instruction and the ability to differentiate the students’ instruction and put them on track for accelerated and dual enrollment courses. Ms. LeNeave concluded by stating that she felt very confident in representing Pinecrest to the community.

Member Cahill asked why, because Ms. LeNeave had been such a large part of the Horizon campus and Principal Buck’s team, she would want to leave the Horizon campus when it would be in need of leadership. Ms. LeNeave stated that she would completely agree with whatever decision the Board made and continue to serve Pinecrest in any capacity, however, in the long run she sees Cadence as a better fit for her and the Pinecrest community, partially because she would be able to continue on with the same students at the Cadence campus, and also she could seamlessly implement the educational model that began at Horizon and has continued at St.

Page 12 of 22 16

Rose and Inspirada, at Cadence. Ms. LeNeave further stated that she believes that she already knows a large portion of the community that will be coming to Cadence and that she could structure their schedules and get off to a strong start and avoid some of the ambiguity of some new charters by continuing in a seamless manner, which will build the large secondary program on the Cadence campus.

Member Thomas asked about marketing in a manner that would possibly fill the Cadence campus, which is a big concern for the Board. Ms. LeNeave pointed the Board to the support documents while stating that it was important to brand oneself as a school and that Pinecrest had already done a great job at marketing itself as a STEAM academy with a focus on acceleration and using differential instruction through blended learning. Ms. LeNeave spent some time going over the various marketing materials in detail found in the support documents, including explanation that the mascot would be a cougar, and the various strategies she had come up with for Cadence.

Member Thomas asked how she would market herself and Cadence as part of the Henderson community (more specifically “Old Henderson”). Ms. LeNeave stated that she personally lives in Henderson and has served in the community for four years, adding that she is highly involved in sports in the community and usually spends her Saturdays on the Henderson soccer fields talking with Henderson families and taking to them about the great things that are going on at Pinecrest. Ms. LeNeave further stated that she attends community events and consistently supports the students at their events.

Member Watkins stated that Cadence would be much more challenging than Horizon in that it would eventually be K-12 and asked Ms. LeNeave how she would be prepared to tackle the challenges of additional grade levels and the new breadth that it will require. Ms. LeNeave replied that she does have a background in K- 12 charter schools and that she had seen things that work and do not work in that system, adding that she is very strategic and is able to foresee issues they might have with master scheduling and planning courses and the hiring of those courses, and that she is confident in talking with the Board, the other principals, and Academica regarding what numbers will work and will not work. Ms. LeNeave stated that she is a good problem solver and that many times as someone is discussing a problem with her, she is coming up with multiple solutions in her head in order to solve the issue, adding that she does not get hung up on the issue and instead focuses on solving the problem. Ms. LeNeave stated that she knows there will be growing pains, adding that she has spent her entire ten years in education with charter schools in their first or second year and therefore has had a great deal of experience with those growing pains.

Member Watkins asked if, with four other schools in the systems and possible egos to deal with, Ms. LeNeave would see herself as a collaborative person or someone who would want to take the bull by the horns and run the school her way, to which Ms. LeNeave replied that she sees herself as both in that she is definitely a “bull by the horns” type of person, however, she fully understands the Pinecrest model, so she knows what horns she grabbing on to, adding that she is prepared to give her own input as well as work with the other principals. Ms. LeNeave stated that she is in constant communication with other principals and that she had just spoken with principals in Florida regarding IB versus AP, adding that she had also been speaking with Bridget Phillips as well as John Barlow regarding what has worked in the Somerset high schools and ways to avoid some of the growing pains that Somerset Sky Pointe had gone through. Ms. LeNeave further stated that she has a spirit of respect toward mentors in following their guidance.

Member Walker asked Ms. LeNeave how she reacts collaboratively when something she feels strongly about is not adopted. Ms. LeNeave stated that this was a lesson she had learned early on in life from her father when he stated that she should “give your opinion when it is asked for, and once the decision is made, get on board with it.” Ms. LeNeave explained that in action she does give her opinion, listens to other opinions, and makes a collaborative decision, and if her opinion is not adopted, she still represents it to the staff as if it were her own idea.

Page 13 of 22 17

Member Walker asked Ms. LeNeave to explain duel enrollment and further asked how they could get to the point where they could do that. Ms. LeNeave explained that it would begin with Board approval and would move to building a partnership with a university, adding that some of those conversations had already taken place and that Nevada State would most likely be the best option. Member Walker asked what kind of accreditation a teacher would need in order to teach those dual enrollment courses, to which Mr. LeNeave replied that she believed they would need a master’s degree in that content area. Ms. LeNeave added that many of the AP classes would also be dual enrollment courses, adding that the goal would be to get most of the general education classes out of the way before a student enters college. Member Walker asked which university they would most likely work with, to which Ms. LeNeave replied that it would be whichever they could form a partnership, however, she had already spoken with Nevada State and met with them regarding the future of Pinecrest. Ms. LeNeave stated that they would want to form and market the partnership as soon as possible, however, they would not begin until they start eleventh and twelfth grades, adding that there are teachers who may acquire a master’s degree by time they would be ready to begin.

Member Walker asked if there were any other schools in the valley that offered dual enrollment on the high school campus rather than the college campus, to which Ms. LeNeave stated that she could not site specific school, however, it was her understanding that there were some high schools that offer dual enrollment credits on their campus even if it is only through AP programs.

Member Keys asked for clarification on how Ms. LeNeave would achieve the needed enrollment when a large part of her marketing campaign would depend on parents that they would not immediately have access to, because there currently are none. Ms. LeNeave stated that they would have parents coming over from Horizon and that they would want to hold a parent information meeting as soon as December, adding that it would also be key to send out flyers and have the web site up and running in the immediate future, possibly as soon as the next week. Ms. LeNeave explained that once they have some committed parents it would snowball with each of those parents serving as ambassadors of Pinecrest in an effort to get the word out, adding that there are more costly efforts such as T.V. and radio, however with the parents and principals out in the community, they should be able to achieve the needed numbers.

Member Keys stated that Pinecrest had had some trouble filling enrollment in Horizon’s middle school in the past and currently at Inspirada, and asked Ms. LeNeave how she would react to this type of crisis mode. Ms. LeNeave replied that they would need to call on the support of the Board and Academica as well, however, some solutions might be getting out there in the communities and continuing to utilize the marketing campaigns that Pinecrest had come up with recently to deal with under-enrollment at Inspirada, adding that despite the help from the Pinecrest community, she would personally hit the ground running every day to meet those targets.

Member Keys asked Ms. LeNeave if she had any experience reading financial reports or if she had done anything to learn how to manage the budget of the school. Ms. LeNeave replied that she had been very involved with Horizon in the past two years and that Principal Buck had encouraged her to be part of the process along with Academica in showing her what was needed and when a grant would be necessary and other things of that nature, adding that she had also attended about 95% of the Board meeting for the past three or four years.

Member Keys asked what experience she had dealing with parents and the like as that would inevitably be a large part of the job as principal, to which Ms. LeNeave stated that this was actually one of her strengths and that was due in part to her personality being such that when someone is upset or high-strung, she becomes calmer. Ms. LeNeave explained that she already had a lot of experience dealing with parents who are upset and they need to feel like they are being heard, that something will be done if necessary, and that they leave on a positive note, adding that the Horizon staff had often remarked that parents would go into her office screaming and some out smiling.

Page 14 of 22 18

Member Thomas asked Ms. LeNeave how she would accomplish all the things that had been discussed yet still ensure that the children are being taught and that the teachers are motivated. Ms. LeNeave replied that it begins with clear expectations which the instructional model lays out for the teachers who then know exactly what is expected, especially when their pay largely depends on it. Ms. LeNeave further stated that the other main element is that the principal needs to build relationships with the teachers in an effort to understand them and what challenges they face so that things can be put in place to support them, adding that if there is a situation with a parent and a teacher she always tries to see both sides and make sure that each party it satisfied with the outcome of any situation.

Member Cahill asked Ms. LeNeave what she would foresee as her biggest challenge if she were given this opportunity, to which Ms. LeNeave replied that delegation was a difficult thing for her in that she is often tempted to take care of things herself rather than rely on others, however, she felt that she had improved in the past couple of years as she had gotten to know the staff and their strengths and trust in their ability to take on various tasks.

Member Walker expressed a similar concern stating that it will be challenging to go from being an AP in a middle school to a principal of an elementary, middle school, and an eventual full high school (which are all very different animals); and asked how Ms. LeNeave would go about taking on that challenge and being successful and why the Board should be confident that she could make those huge leaps rather than just staying at somewhere that does not take on all of those elements. Ms. LeNeave replied that she likes change and usually thrives in those situations, and while recognizing that going from AP to principal would be very different, she added that Principal Buck had given her a lot of experience and insight and allowed her to have exposure into what it means to be a principal. Ms. LeNeave stated that as far as adding those additional high school grade level, she felt that she had been preparing middle school students for high school and was well aware of what they needed to be successful and achieve those high honor diplomas, adding that she needed to be systematic in her planning and that she had done her research and would continue to do her research on how to ensure the success of the students. Ms. LeNeave further stated that she has a very good working relationship with the current principals at Pinecrest and the principals in Florida, adding that she had every confidence that she could grow Cadence to a successful K-12.

Member Walker invited Ms. LeNeave to give one last pitch into why they should hire her, to which Ms. LeNeave replied that she is a very hard worker and that she loves Pinecrest, which are both essential to whomever is hired at either Cadence or Horizon, adding that there would be a need for a lot of teamwork and collaboration between the two campuses as well as the other two new campuses. Ms. LeNeave stated that she had worked hard for Pinecrest and she would continue to work hard for Pinecrest, adding that they need someone who would get in there and figure out the dynamics, look at the parent surveys for the past four years, and start off strong.

Lisa Satory: Member Walker invited Ms. Satory to give her background and additional information she might want to share. Ms. Satory addressed the Board and stated that she had supplied supplementary information which could be found in the support documents. Ms. Satory stated that she had lived in Henderson for fifteen years in the immediate area of the Cadence campus and was very excited about what that campus could add to the Pinecrest community and the Henderson community in general. Ms. Satory described her career in education, beginning with that of a first grade teacher at Sewell Elementary where Dr. Buck was then serving as principal, adding that she had learned much of what she knew from Dr. Buck, which was part of the reason that this campus appealed so much to her. Ms. Satory stated that she then moved into an Educational Computing Specialist position at Walker International School and Smaller Elementary, which is basically technology, adding that this allowed her to approach the things she already knew (blended learning, ST Math, etc.) from an administrative and monitoring perspective. Ms. Satory further stated that she then moved into administration at the high school level at Basic High School (now Basic Academy of International Studies), adding that with this experience she could bring a unique blend of elementary and high school to the position. Ms. Satory explained that she began at Basic as a Dean of Students and has since moved into the Assistant Principal position, adding that her initial primary role had been assisting teachers where she would spend most days inside classrooms. Ms. Satory stated that in

Page 15 of 22 19 her current role she is primarily focused on curriculum where she has learned a lot about credit retrieval and how to help students stay on track and graduate. Ms. Satory went into some additional detail regarding her resume and some of her professional development.

Ms. Satory stated that in her support documents she had provided the Pinecrest Model and Mission Statement and her ideas for how those concepts could be successfully extended through the high school level, adding that it would be key to stick to the blended learning model, which she is familiar with on many levels and is the key reason she sends her own children to Pinecrest. Ms. Satory stated that she also serves on the Mater Academy Board which had given her the opportunity of assisting in opening a school with Academica, adding that, though the demographic is slightly different at Mater, the model is very similar.

Ms. Satory stated that it would key to focus the Cadence middle school on high school readiness and have a very specific course of study so that they can be successful in high school. Ms. Satory stated that she had had the opportunity to travel to Florida to visit the Mater campus (which has a much lower demographic than what Cadence will be), and was astounded to find that they had a 98% graduation rate and that 93% move on to college, which is amazing and left her asking what they were doing in order to achieve that. Ms. Satory stated that one of the major differences was that at Basic and Foothill they tend to focus on the top 10% of students with IB and AP programs, however, there should be something in place to help the students who fall below the top 10%. Ms. Satory explained that she had come up with a 3 Tier Curricular Approach that would aim to help students in any level understand the importance of graduation and a college education and help to motivate them. Ms. Satory stated that at Florida’s Mater it was ingrained in the culture that they would be going to college and many of them had already attained college credits, which is why Ms. Satory is such a proponent of dual credits. Ms. Satory explained that with the 3 tier plan they would have AP courses available, however, she would also want the students to understand what high demand occupations are available in Nevada so that the high school careers could have purpose and they could develop degree plans.

Ms. Satory had already been in touch with CSN regarding their duel enrollment program called Jump Start, which would allow students to stay on campus and earn college credits in the core content areas. Ms. Satory had also spoken with Nevada State College, as well obtained some information on CTE Programs, all of which would give the students college credit, adding that her plan would include a very specific scheduling strategy which would ensure a higher success rate, while allowing students to enroll in some additional elective courses in areas that interest them.

Ms. Satory stated that it would be key to set up interventions for students of all levels and that they would be built into the regular school schedule and receive elective credits. Ms. Satory stated that she would set up ways for students to overcome the hurdles that come with applying to college such as SAT and ACT prep classes and help with college applications and scholarships. Ms. Satory explained that she would also implement APEX Learning, in which she is trained, adding that there are many NCAA recognized courses.

Ms. Satory pointed to the support documents and stated that she had a roll-out plant that would begin with Marketing in December, of which she spoke of in some detail, reiterating many of the above items that should draw students to the school. Ms. Satory stated that she does have a marketing background and was over event planning at Basic High School and has plans for getting the word out in the community. Ms. Satory noted that she had already spoken with the sales people at Beazer homes and that they were anxious for flyers and information about the school.

Member Watkins asked if Ms. Satory would be prepared to focus as much on the elementary and middle school as on the high school, to which Ms. Satory replied in the affirmative stating that elementary is where her early background had been, adding that presently her passion is education at every level.

Page 16 of 22 20

Member Walker asked if Ms. Satory had an opinion on why so many students left J. Marlan Walker in Pinecrest’s first year (the school is named after Member Walker’s father). Ms. Satory stated that, although she loves the school and purposely moved to an area so that her children could attend, however, in recent years there had been some decline in the rigor at the school which had been noted by teachers and parents alike, as well as some inconsistencies in various classrooms. Ms. Satory further stated that some had commented that the “international” aspect catered more to the top tier rather than the whole student body. Member Walker asked how many children she had at Pinecrest and how long they had been attending, to which Ms. Satory replied that she had twins currently in kindergarten.

Member Walker asked for details regarding the dual credits at NSC not including Spanish as an option, to which Ms. Satory explained that it would be offered on the NSC campus, however, she had included classes in her plan that would not require students to leave the campus. Ms. Satory added that the CSN option was seeming more appealing because they could complete more courses at the high school, however, Ms. Satory would like to offer NSC as well, even though some of the courses would require transportation to the NSC campus. Member Walker asked how tuition would be made to those entities, to which Ms. Satory stated that the student would be responsible for that portion.

Member Thomas asked how Ms. Satory would be prepared to put in the time that it would take to open a new school, to which Ms. Satory replied that she knew it would be time consuming and was prepared for that, adding that she is so passionate about the school that it is something for which she would be willing to work very hard. Ms. Satory stated that she does have a good support system which allows her to work the kind of hours necessary, adding that of course family is important, however, she has a supportive husband and family who are willing to help out however necessary.

Member Keys asked if Ms. Satory had any experience in an administrative capacity where she had to overlook the financials aspect of a school or company. Ms. Satory replied in the affirmative stating that, previous to education, she helped with the financials of a series of restaurants and entertainment venues where she also took care of the hiring, budgeting, and payroll.

Member Keys asked what Ms. Satory had done to prepare to be the person that everyone comes to for answers, to which Ms. Satory stated that she actually did have a lot of experience with this as the assistant principal and being the number two person, adding that she feels very comfortable with parents and approaches situations as though they are on the same side trying to help a student. Ms. Satory further stated that she works well with her staff and that she had been told that she is very approachable

Member Keys asked what she would do if enrollment became a crisis situation where they were not hitting the numbers needed and did not yet have the parental and community support needed to get the word out regarding the school. Ms. Satory replied that there really is a lot of support already in the parents that will be moving to Cadence and within Academica, as well as the support of teachers and the surrounding community, adding that the support is there, she would just need to reach out for it.

Member Streets asked what the three most effective aspects of Ms. Satory’s marketing plan would be, adding that he would like to save as much money as possible. Ms. Satory stated that they would have to send out postcards to those within a two-mile radius, however, it would be up to her to get out into the community to talk with the parents and students face to face in the neighborhoods, grocery stores, and every community event; adding that social media would also be important.

Member Walker asked Ms. Satory how she could be sure that there was already an interest in the community, to which Ms. Satory replied that she lives in the community and she talks to people and knows how excited they are, in addition to the fact that her children go to Pinecrest, which is also a talking point for many people.

Page 17 of 22 21

Member Walker asked Ms. Satory to describe her management style, to which Ms. Satory replied that she would describe herself as collaborative in that she works with people and, regardless of her opinion, she tries to approach situations with an open mind.

Member Watkins brought up the fact that Ms. Satory had spoken with the sales people at Beazer and asked if she had approached any of the other housing developments in the area, to which Ms. Satory replied in the affirmative and stated that she had already spoken with the people at Beazer. Member Walker stated that the developers of the Cadence community had plans to make Pinecrest part of their marketing campaign, to which Ms. Satory noted that she would be a great resource for them in that she could give information about all the options in the area from a first-hand perspective.

Member Thomas asked Ms. Satory why she would choose coming to a charter after a long career with CCSD. Ms. Satory replied that, without bad-mouthing CCSD, it was difficult to see so many of the great teachers feeling disgruntled and stifled, adding that through participating on the Mater Board, getting to know people at Academica, and having children at Pinecrest she could see that it would be a good fit for her. Ms. Satory stated that she loves the common vision and consistent model of Pinecrest that is lacking at CCSD, where you could have similar expectations at each and every Pinecrest school, adding that she had done a lot of research ensuring that this would be a good fit for her.

Member Walker asked why she joined the Mater board, to which Ms. Satory replied that she had worked with Principal Fairless and became interested in the charter school model. Member Walker asked if she would stay on the Mater board if she was given this position, to which she responded in the affirmative and stated that it would be useful to work with both schools.

Member Thomas asked what Ms. Satory’s plan for success would be as far as the students go, specifically asking how she would ensure a high graduation rate, to which Ms. Satory replied that starting early is key, even at kindergarten, motivating the students to stay with Pinecrest through twelfth grade, adding that the younger students can be motivated by the older students at the school. Member Thomas asked how familiar Ms. Satory was with master scheduling and Infinite Campus, to which Ms. Satory replied that she was very familiar and had to change much of the scheduling at Basic the previous year as they moved to a block schedule which had to be created from scratch.

Member Smoot stated that Ms. Satory had mentioned bringing over certain people and asked what she would do if the budget would not allow for all that she had planned, to which Ms. Satory replied that she would hope to bring in people in strategic areas such as lead teachers and the like. Ms. Satory explained that she would make sure that she had good support in each strategic area and grade level. Member Smoot stated that it would be a large step from assistant principal to principal and asked Ms. Satory what she anticipated as her biggest challenge, to which Ms. Satory replied that the biggest challenge would be to not rely on someone else when making decisions, which she felt she had already been working on and trying to perfect and, though challenging, was something to look forward to. Member Smoot asked if Ms. Satory could give an example of one of those decisions she has had to make on her own, to which Ms. Satory replied that there were many examples and that most of them revolve around curriculum as well as issues with parents and students who request changes in their schedules where she has had to make the final decision based on what was best for the student. Ms. Satory added that discipline was another area in which it fell upon her to make the decision, as well as curriculum decisions.

Member Cahill asked what Ms. Satory could foresee as her biggest challenge once the school is open, to which Ms. Satory replied that it would be continuing to roll out different programs including sports other programs that could be determined with student interest surveys.

Page 18 of 22 22

Member Walker asked Ms. Satory to tell the Board why they should hire her, to which Ms. Satory stated that it was the perfect fit for her with her elementary and high school backgrounds, adding that she also has experience with Academica and being on a charter school board. Ms. Satory further stated that she was familiar with Principal Buck and her expectations as well as the Pinecrest model and community, adding that she believes that her experience in the past fourteen years has led her to this opportunity and that she would work hard and start marketing tomorrow.

13. Hiring of a Principal for the Pinecrest Academy Cadence Campus.

Member Walker stated that, at the very least, it would be important for the Board to hire a principal for the Cadence campus so that the marketing and hiring of teachers could commence immediately.

Member Thomas expressed gratitude to the search team that brought forth two great candidates. Member Cahill concurred, but also asked why it was that there had not been a candidate who had already been a principal. Principal Buck replied that they had received eight applications and that four of the eight were principals and that the team of nine interviewers, adding that they were looking for a person who could move forward with the Pinecrest model and that the downside to hiring someone who had been a principal was that they would often want to do things their own way rather than the Pinecrest way. Member Walker asked Principal Buck who she would choose if given the opportunity, adding that he would not ask her to respond until after some discussion had taken place.

Member Keys began with Ms. LeNeave stating that he felt very comfortable with her in that she was well- loved and was very familiar with the Pinecrest model and that he would be very comfortable with her as principal of Horizon, adding that his reservation would be her inexperience as an administrator in a new school that would extend through high school. Member Keys stated that, as far as Ms. Satory goes, he would have the same reservation, however, she had been an administrator at the high school level and a high school that faces challenges. Member Keys further stated that Cadence would definitely be a challenge and that he was not confident that either candidate would be up to the challenge, acknowledging that he did, however, have confidence in Principal Buck’s recommendations. Member Watkins stated that she found herself with much the same opinion echoing the same concerns that Member Keys expressed.

Member Cahill stated that he thought they had both done a great job, however, he did feel that Ms. Satory had more to offer in her presentation, adding that he knew Ms. Satory and was confident that she could handle Cadence. Member Cahill further stated that if they put an executive director in place, either candidate would have the help they might need available. Member Cahill stated that he would hate to see Horizon left behind and that if Ms. LeNeave remained at Horizon he would feel confident that things would go well there.

Member Smoot stated that there had been much discussion regarding the fact that Ms. LeNeave had not been an administrator for long, however, neither had Ms. Satory and she was one of three assistant principals.

Member Streets stated that his concern was that if Ms. LeNeave moved to Cadence, a great number of her supporters would wish to move with her, which might hurt the Horizon campus. Member Streets further stated that Ms. Satory had an impressive grasp on the community and would be able to market Cadence from a grass roots effort, adding that his suggestion would be to keep Ms. LeNeave at Horizon if that opportunity arose and hire Ms. Satory for the Cadence campus. Member Watkins concurred and stated that, with the possible loss of Principal Buck at the Horizon campus, it would be beneficial to keep a person there who the parents and students already love.

Member Thomas stated that both candidates were phenomenal and that they both have pros and cons, however, with Ms. LeNeave as Horizon’s current AP for middle school they might want her at Cadence as it was

Page 19 of 22 23

improbable that they would fill the middle school at Horizon and Cadence. Member Thomas stated that Ms. LeNeave had been through myriad growing pains of a charter school, including stepping up when they did not have a principal, adding that she might be needed at Cadence with her knowledge of the Pinecrest model, and that perhaps Ms. Satory could fill the position at Horizon where the model was already firmly established. Member Thomas further stated that she had made inquiries and determined that Ms. LeNeave had been instrumental in aiding with the opening of both the St. Rose and the Inspirada campuses and that the Pinecrest model was really key in what they needed at Cadence.

Member Walker acknowledged that it would be difficult to find someone who was experienced in a K-12 model, and that it would be vital to find an AP whose expertise will balance that of the principal, noting that when Ms. LeNeave began as AP over the middle school she had absolutely no experience and was basically thrown in there, however, what she has accomplished had been incredible. Member Walker stated that Mr. Chase does not praise an administrator lightly, and it says a lot about Ms. LeNeave’s character and capabilities that he would stand before the Board in support of her. Member Walker acknowledged that he also harbored some concerns about the movement from AP to principal and the difficulties that would present for both candidates, however, he considered marketing key to its success and added that Ms. Satory might have an edge in that area. Member Keys stated that he did not see either of their marketing plans as sufficient and that each would need additional support and clarification, to which Member Walker agreed. Member Watkins stated that Ms. LeNeave’s plan was not clear or realistic on how the budget would be handled, to which Member Walker also agreed.

Member Walker stated that it was clear that the Board did not want Horizon to become the “step-child” of the system in that it would be the only campus that had not been built from the ground up and will always have a disadvantage from a structural stand-point. Member Walker further stated that if Ms. Satory was hired as principal for Cadence, Ms. LeNeave would be a natural shoe-in from his perspective for the Horizon campus, however, he did not feel the same about the reverse situation.

Member Walker stated that he would like to hear from Principal Buck regarding the situation, to which Member Cahill stated that it might be unfair to ask her to comment in front of employees and other principals. Member Walker replied that in Principal Buck’s position it was expected that tough decisions be voiced whether or not they caused discomfort, adding that he would like to hear her recommendation. Member Streets asked if they would be limited to Ms. Satory or Ms. LeNeave as principal of the Horizon campus if the other is chosen for Cadence, to which Principal Buck stated that she thought Ms. Satory would be outstanding for the Horizon campus. Member Walker asked Principal Buck if she thought that Ms. Satory would look at that position as a step down, to which Principal Buck replied that she had spoken with both candidates and found that they were both willing to take positions at either campus. Principal Buck stated that they both have incredible work ethics and were capable of accomplishing any task they take on, adding that each of them have expertise that would aid them in either situation.

Member Walker asked Principal Buck what her recommendation would be, to which Principal Buck replied that if it were up to her to place them she would put Ms. LeNeave at Cadence and Ms. Satory at Horizon. Member Keys asked if Principal Buck would explain specifically why that would be her recommendation, to which Principal Buck replied that she had witnessed Ms. LeNeave to incredible things and that Ms. LeNeave is brilliant and helped redefine the basics of Pinecrest and embodies what Pinecrest means. Principal Buck stated that Ms. LeNeave is highly collaborative and willing to step in and help collegues with whatever needs to be done, whether it be Inspirada’s car loop to conflict resolution with parents, adding that she had worked closely with Ms. LeNeave and had the utmost respect for her. Member Streets asked, partly from a financial perspective, how it would work going from an elementary and middle school background to a high school situation where Ms. LeNeave had absolutely no background, to which Principal Buck replied that it would not begin as a full-blown high school, however it would grow from ninth grade.

Page 20 of 22 24

Principal Buck stated that Ms. Satory, as a high school AP, is accustomed to attending events nightly and the rigors of what it means to be part of a high school, however, she also has the elementary component and is well-versed on what it would take to handle that as well, adding that she has expertise in credit retrieval, which would help immensely in ensuring that students have what they need in order to graduate.

Member Smoot stated that he was impressed with Ms. LeNeave and that he felt she was honest and hard- working, however, she had stated herself that her biggest challenge was delegating and that he felt that was a large issue because it would be absolutely imperative that she be able to delegate as a principal. Some discussion ensued regarding the benefits of each candidate with a conclusion that they would need to hire the candidate who could best grow into the role of a K-12 principal, acknowledging that each had many qualifications and room to improve.

Member Thomas Moved to hire Jessica LeNeave as the Principal for the Pinecrest Academy of Nevada Cadence campus. Member Keys seconded the Motion, and the Board voted to Approve with one descending vote.

Following the initial motion there was some additional discussion regarding qualifications and Member Cahill asked with it was certain that each of the candidates would be willing to take either position if one or the other was offered, to which Member Walker replied that they had not asked Ms. Satory and she had not offered the information. Principal Buck stated that her recommendation was actually the recommendation of the whole committee.

14. Hiring of a Principal for the Pinecrest Academy Horizon Campus.

Member Walker stated that perhaps they could make a decision on this item though it would have to be a conditional decision. Member Walker suggested that they possibly move to offer the position of principal at the Horizon campus to Ms. Satory on the condition that the Board approves the executive director position and that they hire Principal Buck for that position. Member Keys stated that they should move forward with this item so that Ms. Satory knows where she stands, even if it is conditional. Principal Buck confirmed that it was the wish of the committee that Ms. Satory would be offered the position. It was the general consensus of the Board that they move forward with this item.

Member Walker Moved that, conditioned upon the establishment of an executive director position and the appointment of Principal Buck to that position, Lisa Satory will be offered the job of principal at the Horizon campus. Member Thomas Seconded the Motion, and Board voted unanimously to Approve.

Member Walker asked for clarification regarding when these positions would be effective to which Mr. Goodsell replied that it would officially be July 1. Member Streets asked if that would be early enough for the marketing that would need to take place, to which Member Walker stated that Ms. LeNeave would be expected to begin the marketing right away.

15. Public Comment and Discussion.

No member of the public requested to comment at this time.

Page 21 of 22 25

16. Adjournment.

Member Walker Motioned to adjourn the meeting at 11:30 p.m. Member Watkins Seconded the Motion, and the Meeting was adjourned.

Approved on: ______

______Secretary of the Board of Directors Pinecrest Academy of Nevada

Page 22 of 22 26 PINECREST ACADEMY OF NEVADA Supporting Document

Meeting Date: December 16, 2015 Agenda Item: 4 – Review of Schools Financial Performance. Number of Enclosures: 1

SUBJECT: Review of Schools Financial Performance. Action Appointments Approval Consent Agenda X Information Public Hearing Regular Adoption

Presenter (s): Carlos Segrera Recommendation:

Proposed wording for motion/action:

Fiscal Impact: N/A

Estimated Length of time for consideration (in minutes): 5-10 minutes Background: Review of Financial Review Summary, Balance Sheet and Profit and Loss Statements. Submitted By: Staff

27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 PINECREST ACADEMY OF NEVADA Supporting Document

Meeting Date: December 16, 2015 Agenda Item: 5 – Review and Approval of Final Revised Budget for the 2015/2016 School Year. Number of Enclosures: 1

SUBJECT: Review and Approval of Final Revised Budget for the 2015/2016 School Year. X Action Appointments Approval Consent Agenda Information Public Hearing Regular Adoption

Presenter (s): Trevor Goodsell. Recommendation:

Proposed wording for motion/action:

Motion to approve the final revised budget for the 2015/2016 school year. Fiscal Impact: N/A

Estimated Length of time for consideration (in minutes): 5-10 minutes Background: Review and approval of the revised budget for the 2015/2016 school year. Submitted By: Staff

52 Horizon St. Rose Inspirada Total WFTE Gross Value $ 6,506 $ 6,506 $ 6,506 $ 6,506 Total Students (FTEs) 943 810 571 2,324 Weighted Student Count 903.4 770 536.6 2,210 Student Teacher Ratio K 1/2 Day(25:1) 49 50 41 140 Student Teacher Ratio K Full Day(25:1) 50 50 45 145 Student Teacher Ratio 1st Grade(25:1) 99 100 84 283 Student Teacher Ratio 2nd Grade(25:1) 107 108 86 301 Student Teacher Ratio 3rd Grade(25:1) 107 108 87 302 Student Teacher Ratio 4th Grade(25:1) 109 108 77 294 Student Teacher Ratio 5th Grade(25:1) 120 120 68 308 Student Teacher Ratio 6th Grade(30:1) 112 116 63 291 Student Teacher Ratio 7th Grade(30:1) 98 50 20 168 Student Teacher Ratio 8th Grade(30:1) 92 - - 92 Student Teacher Ratio 9th Grade(30:1) - - - - Student Teacher Ratio 10th Grade(30:1) - - - - Student Teacher Ratio 11th Grade(30:1) - - - - Student Teacher Ratio 12th Grade(30:1) - - - - Total Students (FTEs) 943 810 571 2,324

TEACHING STAFF Classroom Teachers 36 29 27 92 Intervention Specialists-SPED 3 2 2 7 Intervention Specialists-SAL & ELL 0 0 0 0 Intervention Specialists-Literacy 0 0 0 0 Campus Curriculum Coach 0 1 0 1 Art Teacher 1 1 1 3 Music 1 1 1 3 PE Teacher 1 1 1 3 Dance 0 0 0 0 Media Technology 1 1 1 3 Theatre 0 0 0 0 Additional Elective Teachers 2 1 0 3 Total Teaching Staff 45.00 37.00 33.00 115.00

ADMIN & SUPPORT Executive Director 0 0 0 0 Principal 1 1 1 3 Assitant Principal 2 2 1 5 Lead Teacher(s) 1 0 1 2 Counselor 1 1 0 2 System Wide Curriculum Coach 0 0 1 1 Office Manager 1 1 1 3 Registrar 1 1 1 3 Teacher Assistants 7 5 8 20 Clinic Aide/ FASA 1 1 1 3 Campus Monitor/Custodian 2 2 2 6 Receptiionist 1 1 1 3

Total Admin & Support 18.00 15.00 18.00 51.00

Total # Teachers 45.00 37.00 33.00 115.00 Total # Admin & Support 18.00 15.00 18.00 51.00 Total Staff 63.00 52.00 51.00 166.00

Total Salaries & Benefits as % of Expenses 60% 62% 64% 62% Student/teacher ratio 21.0 21.9 17.3 20.2 Student/staff ratio 52.4 54.0 31.7 45.6

Rental as % of Expenses 14% 11% 11% 12%

53 Horizon St. Rose Insirada Total REVENUE (@ 95%) Budget Revenue 5,583,644 4,759,139 3,316,564 13,659,347 Kinder Revenue (1/2 salary) 56,531 56,531 56,531 169,593 Class Reduction Revenue 37,687 37,687 37,687 113,060 Grant (Great teacher) 345,000 - - 345,000 Special Ed Funding 94,000 80,600 59,900 234,500 SPED Discretionary Unit 32,060 27,165 27,165 86,390 Total Revenues 6,148,922 4,961,122 3,497,846 14,607,890

EXPENSES Personnel Costs Executive Director - - Principal 140,000 133,000 99,000 372,000 Assistant Principal(s) 145,000 130,000 70,000 345,000 Lead Teacher - - 60,000 60,000 Counselor 50,000 52,000 - 102,000 Teachers Salaries / Curriculum Coach 1,582,792 1,477,500 1,247,250 4,307,542 SPED Teachers - - - - SPED Facilitator - - - - Great teacher grant 242,950 - - 242,950 School Psychologist - - - - School Nurse - - - - Campus Curriculum Coach 50,000 30,000 60,000 140,000 Office Manager & Registrar 94,000 82,000 85,000 261,000 Secretary & FASA 42,080 33,000 32,000 107,080 Teacher Assistants 145,000 100,000 90,000 335,000 Campus Monitors 45,760 38,000 38,000 121,760 Empl. Benefits 1,065,784 871,710 748,125 2,685,619 Subst. Teachers (10 days/Teacher) 63,000 50,400 44,800 158,200 Total 3,666,366 2,997,610 2,574,175 9,238,151 Operations Consumables 66,010 - - 66,010 Zion's FFE Lease - Instructional and Computer 115,411 88,082 69,082 272,575 145.69$ Zion's FFE Lease - Furniture 62,144 42,410 43,247 147,801 Class & Office Supplies 54,000 40,000 25,000 119,000 Dues and Fees 5,000 5,000 5,000 15,000 NS Lunch Program 5,000 5,000 5,000 15,000 Travel Reimbursement 8,500 7,200 5,000 20,700 Special Education Contracted Services 135,000 125,000 105,000 365,000 Management Fee 402,930 342,900 237,870 983,700 Payroll Services 22,120 20,800 22,240 65,160 Audit 15,000 7,500 - 22,500 Legal Fees 8,000 8,000 - 16,000 IT Services 39,606 41,352 33,982 114,940 Copier 37,000 35,000 30,000 102,000 Infinite Campus 10,000 10,000 10,000 30,000 State Administrative Fee 88,163 75,144 52,367 215,674 Affiliation Fee 58,775 50,096 34,911 143,783 Phone and Communications 8,000 7,000 7,000 22,000 Postage 1,500 1,000 1,000 3,500 Other Purchases 12,000 10,500 10,500 33,000 Total 1,154,159 921,985 697,199 2,773,343 Facilities Public Utilities 130,000 105,000 105,000 340,000 Facility Insurance 10,000 17,000 17,000 44,000 School Insurance 25,000 30,000 30,000 85,000 Contracted Janitorial 64,000 54,700 40,650 159,350 Custodial Supplies 15,000 10,000 10,000 35,000 Facility Maintenance 48,000 25,000 20,000 93,000 Summer Maintenance 12,000 10,000 10,000 32,000 Lawn Care 5,000 5,000 5,000 15,000 Loan payments 55,000 - - 55,000 AC Maintenance & Repair 15,000 8,000 8,000 31,000 Total 379,000 264,700 245,650 889,350

Total Expenses 5,199,525 4,184,295 3,517,024 12,900,844

Scheduled Lease Payment 837,000 532,500 430,000 1,799,500 Scheduled Bond Payment - -

Surplus (Revenues-Total Expenses-Lease-Bond) 112,396 244,327 (449,178) (92,454)

1.83% 4.92% -12.84% -0.63%

54 PINECREST ACADEMY OF NEVADA Supporting Document

Meeting Date: December 16, 2015 Agenda Item: 6 – Discussion and Possible Action Regarding Kindergarten Enrollment Plans for the 2016/2017 School Year. Number of Enclosures: 1

SUBJECT: Discussion and Possible Action Regarding Kindergarten Enrollment Plans for the 2016/2017 School Year. X Action Appointments Approval Consent Agenda Information Public Hearing Regular Adoption

Presenter (s): Trevor Goodsell. Recommendation:

Proposed wording for motion/action:

Fiscal Impact: N/A

Estimated Length of time for consideration (in minutes): 5-10 minutes Background: Discussion regarding the plans for Kindergarten enrollment for the 2016/2017 school year. Submitted By: Staff

55 Pinecrest Academy

2015-2016 All Full day Differences WFTE Gross Value 6,506 6,506 - Total Students (FTEs) 2,558 2,558 - Weighted Student Count 2,438 2,438 - Certified Teachers 106 109 3 Special Teachers 7 7 - Student Teacher Ratio K 1/2 Day(25:1) 150 - (150) Student Teacher Ratio K Full Day(25:1) 150 300 150 Student Teacher Ratio 1st Grade(25:1) 300 300 - Student Teacher Ratio 2nd Grade(25:1) 300 300 - Student Teacher Ratio 3rd Grade(25:1) 324 324 - Student Teacher Ratio 4th Grade(25:1) 324 324 - Student Teacher Ratio 5th Grade(25:1) 360 360 - Student Teacher Ratio 6th Grade(30:1) 360 360 - Student Teacher Ratio 7th Grade(30:1) 190 190 - Student Teacher Ratio 8th Grade(30:1) 100 100 - Student Teacher Ratio 9th Grade(30:1) - - - Student Teacher Ratio 10th Grade(30:1) - - - Student Teacher Ratio 11th Grade(30:1) - - - Student Teacher Ratio 12th Grade(30:1) ------Total Non Kinder Students 2,258 2,258 - Special Ed Discretionary Unit REVENUE Budget Revenue 15,068,547 15,068,547 - Kinder Revenue (1/2 salary) 169,593 339,186 169,593 Class Reduction Revenue 113,060 113,060 - Special Ed Funding 234,500 234,500 - SPED Discretionary Unit 86,390 86,390 - Total Revenues: 15,672,089 15,841,683 169,594 EXPENSES Personnel CLead Principal Principal 366,000 366,000 - Assistant Principal 345,000 345,000 - Lead Teacher 60,000 60,000 - Student Support Advocate 50,000 50,000 - Counselor 52,000 52,000 - Teachers Salaries / Curriculum Coach 4,633,000 4,756,000 123,000 SPED Teachers - - - SPED Facilitator - - - Speech Pathologist - - - School Psychologist - - - School Nurse - - - Campus Curriculum Coach 110,000 110,000 - System Wide Curriculum Coach - - - Office Manager & Registrar 261,000 261,000 - Secretary & FASA 107,080 107,080 - Teacher Assistants 335,000 335,000 - Campus Monitors 121,760 121,760 - Empl. Benefits 2,705,153 2,756,813 51,660 Subst. Teachers (10 days/Teacher) 158,200 162,400 4,200 Total 9,304,193 9,483,053 178,860 School Operations Consumables 65,800 65,800 - Class & Office Supplies 119,000 119,000 - Dues and Fees 18,000 18,000 - Lunch Program 15,000 15,000 - Travel Reimbursement 20,700 20,700 - Special Education Contracted Services 365,000 365,000 - Zion's FFE Lease 577,820 577,820 - Management Fee 988,110 988,110 - Payroll Services 78,240 78,240 - Audit 22,000 22,000 - Legal Fees 16,000 16,000 - IT Services 113,490 113,490 - Copier 102,000 102,000 - Infinite Campus 30,000 30,000 - State Administrative Fee 214,338 214,338 - Affiliation Fee 142,892 142,892 - Phone and Communications 22,000 22,000 - Postage 3,500 3,500 - Other Purchases 33,000 33,000 - Total 2,946,891 2,946,891 - Facilities Operations Public Utilities 340,000 340,000 - Facility Insurance 44,000 44,000 - School Insurance 85,000 85,000 - Contracted Janitorial 159,000 159,000 - Custodial Supplies 35,000 35,000 - Facility Maintenance 120,000 120,000 - Summer Maintenance - - - Lawn Care 15,000 15,000 - Playground Loan 55,000 55,000 - AC Maintenance & Repair 31,000 31,000 - Total 884,000 884,000 -

Total Expenses 13,135,084 13,313,944 178,860

Scheduled Lease Payment 1,799,500 1,799,500 - Scheduled Bond Payment

Surplus (Revenues-Total Expenses-Lease-Bond) 737,506 728,239 (9,267)

56 PINECREST ACADEMY OF NEVADA Supporting Document

Meeting Date: December 16, 2015 Agenda Item: 7 – Review and Approval of the Executive Director Job Description. Number of Enclosures: 1

SUBJECT: Review and Approval of the Executive Director Job Description. X Action Appointments Approval Consent Agenda Information Public Hearing Regular Adoption

Presenter (s): Board & Lead Principal Carrie Buck Recommendation:

Proposed wording for motion/action:

Fiscal Impact: N/A

Estimated Length of time for consideration (in minutes): 5-10 minutes Background: Review and approval of Executive Director job description. Submitted By: Staff

57 Pinecrest Academy of Nevada Executive Director Official Job Description Position Overview The Executive Director reports directly to the Board of Directors and acts as managing administrator for all Pinecrest Academy of Nevada campuses. Under the Board’s direction, the Executive Director is responsible for the proper implementation of the Charter, and the academic success throughout the Pinecrest Academy of Nevada system, including oversight and collaborative management of the administration at all campuses to ensure consistency of the instructional model and professional accountability throughout the system.

Essential Job Duties and Responsibilities Administrative Representative and Liaison

1. Foster open communication regularly attending and conducting Pinecrest Academy of Nevada Board meetings, and other meetings, as required. Provide accurate, timely and useful information the Board needs to frame effective policies.

2. Serve as the Pinecrest Academy of Nevada liaison to the State Charter Authority and other identified State entities.

3. Serve as a liaison to Academica, and communicate regularly to ensure maximum efficiency in the delivery of services to schools.

4. Serve as liaison to Pinecrest Academy Inc. and communicate regularly to complete accreditation and ensure that all campuses meet the requirements for accreditation.

Educational Leadership

1. Under the direction of the Board, engage Principals and other school administrators in collaborative instructional leadership focused on increasing student achievement, enrollment, and stakeholder satisfaction (parents, teachers, and students). Provide guidance in a one-on-one setting with Principals as needed.

2. Ensure that the Charter is being implemented in each school.

3. Collaboratively plan, organize, and facilitate implementation of unique, specialized curriculum and engaging, STEM-based instructional programs within the Pinecrest Academy of Nevada. Also ensure consistency in instructional model and success benchmarks and work collaboratively to update the instructional model annually.

58 4. In the case where a common accord cannot be reached between the Executive Director and a Principal, the Chairman of the Board and other Board members may provide guidance and act as a mediator to help reach unanimous support of a decision.

5. Conduct quarterly academic analysis of Pinecrest Academy of Nevada performance. On the basis of whole-system and individual school performance, develop an annual System Improvement Plan including quarterly benchmarks based on the results of the analysis.

6. Provide leadership and facilitate collaboration in the implementation of professional staff development designed to increase the effectiveness of administrators, teachers and support staff. Ensure that professional staff development offerings support annual Academy and School Improvement Plan initiatives.

7. Facilitate an annual review of professional staff development offerings assessing the effectiveness of the offerings and the level of observed implementation within Academy schools.

Executive Management and Consistency

1. Ensure consistency in the implementation of research-based teacher evaluations.

2. Under the Board’s direction, work with administrators to set challenging yet realistic goals relating to each campus and communicate results to the board, who holds administrators accountable for achievement to goals. Administrators will have significant input into setting their goals.

3. Maintain accurate data and records used to report and meet expected accountability requirements.

4. Coordinate the developing, monitoring and revising of Pinecrest Academy of Nevada forms and systems ensuring efficiency and effectiveness.

5. Utilize the Pinecrest Academy of Nevada Evaluation Rubric, approved by the Board, to annually evaluate Principals. Specific feedback will be given to each Principal. Rubrics will be submitted to the Board and subject to Board’s final approval.

6. If directed by the Board, train, direct and effect performance improvement plans or disciplinary actions. Any changes in the employment status or the termination of the employment of an administrator will remain the responsibility of the Board.

7. Develop and facilitate the screening and interviewing process used to identify quality candidates for selection as Principals and lead the committee to complete the interview

59 process. Other administrators may also be part of the committee. Final recommendations are submitted to the board of directors for approval.

8. Perform other duties related to the position, as assigned by the Board.

Finances/Fundraising/Partnerships

1. Seek and coordinate school community partnerships and grants to fund and augment resources needed for Pinecrest Academy of Nevada. Establish links to local community and social agencies to enhance academic offerings and support student learning.

2. Assist Principals in creating and developing fundraisers, and finding partners to help raise money for Pinecrest.

3. Act as a liaison between Pinecrest Academy and Academica (and other contracted 3rd party accounting firms) to watch over the financial performance of the Pinecrest system.

60 PINECREST ACADEMY OF NEVADA Supporting Document

Meeting Date: December 16, 2015 Agenda Item: 8 – Discussion and Possible Action Regarding the Appointment of an Executive Director for Pinecrest Academy of Nevada and Appointment of Principal for the Pinecrest Academy Horizon Campus. Number of Enclosures: 1

SUBJECT: Discussion and Possible Action Regarding the Appointment of an Executive Director for Pinecrest Academy of Nevada and Appointment of Principal for the Pinecrest Academy Horizon Campus. X Action Appointments Approval Consent Agenda Information Public Hearing Regular Adoption

Presenter (s): Board & Lead Principal Carrie Buck Recommendation:

Proposed wording for motion/action:

Fiscal Impact: N/A

Estimated Length of time for consideration (in minutes): 5-10 minutes Background: Discussion and possible action regarding the appointment of an Executive Director for Pinecrest Academy of Nevada. Once an Executive Director has been named, it may be necessary to appointment a new Principal for the Pinecrest Academy Horizon campus. Submitted By: Staff

61 Lisa Satory

59 Voltaire Avenue, Henderson NV 89002 Cell: (702) 580-6618 Email: [email protected]

Summary

Dedicated administrator committed to developing the skills and talents of all students through rigorous learning experiences, supportive relationships, and relevant real-life applications. Outstanding record of assisting the Principal in leading a diverse staff, student body, and the community in development and implementation of building-level goals focused on the improvement of student learning.

Professional Experience

Assistant Principal- Basic High School, Henderson NV: August 2014 to Present As Assistant Principal, I have supervised the areas of Curriculum, Counseling, Instruction, Attendance, and the International Baccalaureate program. I have supervised the departments of Math, Social Studies, Special Education, ROTC, Arts, Design, CTE, Registrar, School Based Technician, School Police, Campus Monitors, and three secretarial staff. We have been selected as an International Baccalaureate magnet school and are in the candidacy phase for the IB Diploma Program, Middle Years Program, and Career Program, in which I have been instrumental in preparing our school and staff in adopting IB policies and practices. I have attended numerous IB trainings and led Professional Development for the staff. I am responsible for monitoring student attendance and meeting with families to ensure academic success. • Develop master schedule, course sequences, and academic programs of study. Supervise the counseling department in student schedules. • Develop dual credit programs in conjunction with Nevada State College and College of Southern Nevada • Manage credit recovery programs • Oversee our CTE program and student certificate testing. • Manage our truancy diversion program (Attendance Incentive Monitoring), working with a local judge and social service workers to assist families in receiving services and support to achieve college and career readiness. • Implemented and manage the APEX credit retrieval program by training teachers and counselors, enrolling students, analyzing data, and monitoring student progress • Conduct observations and conferences with teachers in accordance with the NEPF evaluation system • Wrote the grant and implemented Operation Respect Welcoming Schools, an anti- bullying and student respect campaign on campus • Wrote the Hope2 grant and implemented In-House Suspension, aimed at reducing suspension and expulsion rates for minority and at-risk students • Curriculum planning and scheduling for IB implementation • Meet with IB coaches weekly to develop unit plans • Lead weekly PLC, department, and staff meeting to support the vision of Basic High School

62 • Data analysis of NHSPE reports, attendance and discipline rates, quarterly grade analysis by teacher, and graduation rates • Responsible for Crisis Response Plan implementation and management • Tier 1 Liaison attending monthly professional development and implementing practices on campus toward improving cultural awareness and sensitivity. • Organize after-school tutoring for proficiency exams • Wrote the proposal to manage a late activity bus for students • Assist in implementing Title 1 services for students • Manage the implementation of practices to support the SB269 driver’s license policy

Dean of Students- Basic High School, Henderson NV: August 2013 to August 2014 As Dean of Students, I was responsible for discipline and attendance monitoring for over 2300 students, ensuring all CCSD regulations and procedures for truancy, attendance, and discipline are followed. I worked with Education Services Division to comply with all procedures for alternative placements and expulsion recommendations are followed. I also enjoyed being the coordinator of many events at our school, including Freshman Orientation and Barbeque, Open House, Take Your Child to Work Day, Football Tailgating and Eighth Grade Pre-Registration Night. • Supervised Visual Arts and ROTC education, Campus Security Monitors, Dean’s Secretary, and School Police • Organization and management of student lockers, staff and student parking, and radio systems. • Developed our school's Crisis Response Plan, training staff and organizing monthly drills. Currently coordinating with the Department of Crisis Planning, Training, and Exercise Emergency Management to develop training materials for SchoolSafe radio communication. • Education and Diversity Education Liaison, attending monthly trainings and educate staff to increase multicultural awareness on our campus. • Multicultural Committee Chair • Discipline Committee Chair • Supervised transportation services at our school, communicating with the Department of Transportation, bus drivers, supervisors, and Transportation Investigators to ensure the safety of students getting to and from school every day • Mentored two colleagues, teaching them the responsibilities of the Dean's Office as they are doing their practicum for educational leadership

Educational Computing Strategist- Walker International School and Smalley Elementary School, Henderson, NV: August 2012- June 2013 As ECS at two schools, I planned and presented professional development trainings to the staff on a regular basis. I worked with teachers in their classrooms to integrate technology into instruction effectively. I was responsible for the maintenance and management of all school technologies and software applications. I have extensive knowledge in computer administration and data analysis. • Technology Committee Chair responsible for budgeting and grant proposals for technology integration • Budget Committee Member collaborating on school budgeting and expenses • School Improvement Team member assisting in writing the School Improvement Plan and School Technology Plan • AIMSWeb LAM Administrator responsible for student assessment, progress monitoring, and data analysis • WIDA certified ELL test administrator • RTI Intervention Team • CRT Test Administrator • Maintained school websites

63

Licensed Teacher- C. T. Sewell Elementary, Henderson, NV: August 2007- June 2012 As a first grade teacher, I worked to create an enriching and collaborative learning environment for students. I developed lessons and instruction based on state and district standards. I conducted and evaluated data on student assessments and progress monitoring. I have extensive experience and professional development in curriculum and instruction and best practices. I assisted in developing and implementing math and writing curriculum for our grade level. I worked on the team responsible for writing the School Improvement Plan and revision of the Technology Plan. I worked frequently with business and community partners in organizing school and extra-curricular events. In addition, I helped to organize media events at our school. • Grade level chair • Organized Volunteer Luncheons • Technology Committee chair • Academic Committee member • Empowerment Team member • Writing Cadre • Accelerated Reader Cadre • Coordinating teacher for several student teachers • Mentor teacher for first year teachers

Education

2011 Western Governors University, Salt Lake City, Utah Master of Arts, Educational Administration Certifications: • Nevada Educational Administration Endorsement

2002 University of Nevada Las Vegas, Las Vegas, Nevada Master of Arts, Educational Technology Certifications: • Nevada Educational Technology Endorsement

1998 Texas A&M University, College Station, Texas Bachelor of Arts, Interdisciplinary Studies Certifications: • Texas K-8 Teaching Certificate- Early Childhood Qualified • Nevada K-8 Teaching Certificate

Affiliations/Boards/Awards

• Basic High School 2014-15 Administrator/Coordinator of the Year • Member of Mater Academy, Academica Board • NASA- National Association of School Administrators • CCASA- Clark County Association of School Administrators • DECA- Distributive Education Clubs of America • Golden Key National Honor Society • Kappa Delta Pi Honor Society • ATPE- Association of Texas Professional Educators • DEOS- Distance Education On-Line Symposium • ACEI- Association of Childhood Education International • Pi Lambda Theta

64

References

Dr. Carrie Buck Greg Hunter Principal- Pinecrest Academy of Nevada Assistant Principal, Basic High School 1360 S. Boulder Highway 400 Palo Verde Drive Henderson, NV 89015 Henderson, NV 89015 (702) 592-9740 (702) 401-3992 [email protected] [email protected]

Renee Fairless Celeste Oakes Principal, Mater Academy Principal- J. Marlan Walker International 2525 Emerson Avenue School Las Vegas, NV 89121 850 Scholar Drive (702) 379-2736 Henderson, NV 89002 [email protected] (702) 799-0570

David Bechtel Dr. Pamela Simone Principal, Basic High School Principal- Arturo Cambeiro Elementary 400 Palo Verde Drive 2851 East Harris Elementary Henderson, NV 89015 Henderson, NV 89101 (702) 205-4499 (702) 799-1700 [email protected]

65 PINECREST ACADEMY OF NEVADA Supporting Document

Meeting Date: December 16, 2015 Agenda Item: 9 – Discussion and Possible Action Regarding Principal Evaluations. Number of Enclosures: 1

SUBJECT: Discussion and Possible Action Regarding Principal Evaluations. X Action Appointments Approval Consent Agenda Information Public Hearing Regular Adoption

Presenter (s): Lead Principal Carrie Buck Recommendation:

Proposed wording for motion/action:

Fiscal Impact: N/A

Estimated Length of time for consideration (in minutes): 5-10 minutes Background: Discussion and possible action regarding the evaluation tools to be used for Principal evaluations. Submitted By: Staff

66 PINECREST ACADEMY OF NEVADA Principal Evaluation

2015-2016 Pinecrest Horizon Principal Evaluation Metric SECTION I: Student Achievement: 40% STAR Assessment: K- No baseline data K- English Language Arts (Reading and Writing) 1- 60% 1- Students will grow by at least 10% by the end of the year on 2- 65% 2- the STAR Reading Assessment. 3- 81% 3- Goals: 4- 70% 4- 1-70% 5- 64% 5- 2-75% 6- 47% 6- 3-91% 7- 59% 7- 4-80% 8- 43% 5-74% 6-57% 7-69% 8-53% SBAC Assessment: No baseline data available 3- English Language Arts (Reading and Writing) 4- Over 70% of PAN network students will be proficient on the 5- state reading assessment (SBAC). 6- This may be adjusted with board approval depending on 7- baseline data available. 8- STAR Assessment: Math K- No baseline data available K- Grade levels in the PAN network will grow by at least 5-10% 1- 88% 1- by the end of the year STAR Math Assessment. 2- 71% 2- Goals: 3- 86% 3- 1-93% (5%) 4- 78% 4- 2-81% 5- 73% 5- 3-91% (5%) 6- 64% 6- 4-88% 7- 71% 7- 5-83% 8- 66% 6-74% 7-81% 8-76% SBAC: Math No baseline data available 3- Over 70% of PAN network students will be proficient on the 4- state math assessment (SBAC). 5- This may be adjusted with board approval depending on 6- baseline data available. 7- 8- Science 5-74% 5- Over 80% of PAN Network students will be proficient on the 8-69% 8- state science assessment (CRT). Goals: 5-80% 8-80%

Section II: Blended Learning Completion Rates: 10% ST Math Common Core: % Completion & # of Graduates ST Math Fluency: % Completion & # of Graduates Study Island: # Blue Ribbons & # of Graduates Pinecrest Power Readers: # of Books Read & # of Graduates

67 PINECREST ACADEMY OF NEVADA Principal Evaluation

SECTION III: Grant Applications & Dollars Awarded 10% Grant Applications Submitted/Awards

SECTION IV: Teacher Survey Satisfaction Rates 10% Fall Baseline: 90.6% Fall Trends: Solutions to Fall Comment Trends:

Spring Outcome: Spring Trends: Solutions to Spring Comment Trends:

SECTION V: Parent Survey Satisfaction Rates 10% Fall Baseline: 87.48% Fall Trends: Solutions to Fall Comment Trends:

Spring Outcome: Spring Trends: Solutions to Spring Comment Trends:

SECTION VI: Enrollment 10% Baseline Enrollment: 931 (day 1) 948 (now) Spring Enrollment Outcome: Waiting List: 548 (now) Waiting List:

68 PINECREST ACADEMY OF NEVADA Principal Evaluation

SECTION VII: Rating Average by Board Members: Professional Learning and Leadership Indicators 10% 5 ABOVE AVERAGE TO 1 MINIMIALLY EFFECTIVE

A Vision of 5 4 3 2 1 Learning defines purpose, shapes all programs and practices, and sets clear direction for continued school improvement. Facilitated a collaborative process for the development of a vision of learning that was shared and supported by the PAN school communities. Communicated, implemented, and aligned mission and goals to support PAN’s vision of learning. Worked with building leaders to facilitate the PAN School Improvement Process. A Culture For 5 4 3 2 1 Learning fosters success for all students by advocating, structuring, and sustaining high social and academic expectations as well as collaborating and communicating with school community members regarding the school’s vision. Developed and maintained a professional culture with high social and academic expectations. Provided opportunities for members of PAN school communities to collaborate, develop leadership, and share

69 PINECREST ACADEMY OF NEVADA Principal Evaluation responsibility for student learning. Promoted equity, fairness and respect among members of the PAN school community. An Instructional 5 4 3 2 1 Program advocates, structures, and sustains student learning and staff professional growth. Maintained an accountability system of teaching and learning based on learning standards. Facilitated and assisted principals and teachers to improve student learning by effectively using student performance data to drive instructional decisions. Developed and implemented results- driven, research- based collaborative professional development relative to the PAN instructional model, content standards, and school improvement process. Management of the 5 4 3 2 1 organization as well as human and fiscal resources promotes an optimal learning environment and an efficient school operation. Ensured responsibilities were carried out through appropriate systems and routines. Utilized principles of system management, organizational development, problem solving and decision-making to handle the ongoing operation of the PAN charter network. Advocated for and managed fiscal,

70 PINECREST ACADEMY OF NEVADA Principal Evaluation

human, and physical resources to support student learning. Complied with school and district policies and regulations, as well as state and federal laws applicable to administrators.

Areas of Strength: ______

Areas of Refinement: ______

Total %: ______/100%

71 PINECREST ACADEMY OF NEVADA Principal Evaluation

2015-2016 Pinecrest Inspirada Principal Evaluation Metric

SECTION I: Student Achievement: 40% STAR Assessment: K- No baseline data available K- English Language Arts (Reading and Writing) 1- 52% 1- Students will grow by at least 10% by the end of the year on 2- 68% 2- the STAR Reading Assessment. 3- 63% 3- Goals: 4- 64% 4- 1-62% 5- 70% 5- 2-78% 6- 55% 6- 3-73% 7- 58% 7- 4-74% 5-80% 6-65% 7-68% SBAC Assessment: No baseline data available 3- English Language Arts (Reading and Writing) 4- Over 70% of PAN network students will be proficient on the 5- state reading assessment (SBAC). 6- This may be adjusted with board approval depending on 7- baseline data available. 8- STAR Assessment: Math K- Grade levels in the PAN network will grow by at least 10% K- No baseline data 1- by the end of the year STAR Math Assessment. 1- 66% 2- Goals: 2- 65% 3- 1-76% 3- 74% 4- 2-75% 4- 67% 5- 3-84% 5- 68% 6- 4-77% 6- 42% 7- 5-78% 7- 60% 6-52% 7-70% SBAC: Math No baseline data available 3- Over 70% of PAN network students will be proficient on the 4- state math assessment (SBAC). 5- This may be adjusted with board approval depending on 6- baseline data available. 7- 8- Science No baseline data available 5- Over 80% of PAN Network students will be proficient on the state science assessment (CRT). Goals: 5-80% 8-80%

Section II: Blended Learning Completion Rates: 10% ST Math Common Core: % Completion & # of Graduates ST Math Fluency: % Completion & # of Graduates Study Island: # Blue Ribbons & # of Graduates Pinecrest Power Readers: # of Books Read & # of Graduates

72 PINECREST ACADEMY OF NEVADA Principal Evaluation

SECTION III: Grant Applications & Dollars Awarded 10% Grant Applications Submitted List of Grant Awards

SECTION IV: Teacher Survey Satisfaction Rates 10% Fall Baseline: 75.8% Fall Trends: Solutions to Fall Comment Trends:

Spring Outcome: Spring Trends: Solutions to Spring Comment Trends:

SECTION V: Parent Survey Satisfaction Rates 10% Fall Baseline: 70.43% Fall Trends: Solutions to Fall Comment Trends:

Spring Outcome: Spring Trends: Solutions to Spring Comment Trends:

SECTION VI: Enrollment 10% Baseline Enrollment: 611 (day 1) 573 (now) Spring Enrollment Outcome: Waiting List: 40 (now) Waiting List:

73 PINECREST ACADEMY OF NEVADA Principal Evaluation

SECTION VII: Rating Average by Supervisor: Professional Learning and Leadership Indicators 10% 5 ABOVE AVERAGE TO 1 MINIMIALLY EFFECTIVE A Vision of 5 4 3 2 1 Learning defines purpose, shapes all programs and practices, and sets clear direction for continued school improvement. Facilitated a collaborative process for the development of a vision of learning that was shared and supported by the PAN school communities. Communicated, implemented, and aligned mission and goals to support PAN’s vision of learning. Worked with building leaders to facilitate the PAN School Improvement Process. A Culture For 5 4 3 2 1 Learning fosters success for all students by advocating, structuring, and sustaining high social and academic expectations as well as collaborating and communicating with school community members regarding the school’s vision. Developed and maintained a professional culture with high social and academic expectations. Provided opportunities for members of PAN school communities to collaborate, develop leadership, and share responsibility for student learning.

74 PINECREST ACADEMY OF NEVADA Principal Evaluation

Promoted equity, fairness and respect among members of the PAN school community. An Instructional 5 4 3 2 1 Program advocates, structures, and sustains student learning and staff professional growth. Maintained an accountability system of teaching and learning based on learning standards. Facilitated and assisted principals and teachers to improve student learning by effectively using student performance data to drive instructional decisions. Developed and implemented results- driven, research- based collaborative professional development relative to the PAN instructional model, content standards, and school improvement process. Management of the 5 4 3 2 1 organization as well as human and fiscal resources promotes an optimal learning environment and an efficient school operation. Ensured responsibilities were carried out through appropriate systems and routines. Utilized principles of system management, organizational development, problem solving and decision-making to handle the ongoing operation of the PAN charter network. Advocated for and managed fiscal, human, and physical resources to support student learning.

75 PINECREST ACADEMY OF NEVADA Principal Evaluation

Complied with school and district policies and regulations, as well as state and federal laws applicable to administrators.

Areas of Strength: ______

Areas of Refinement: ______

Total %: ______/100%

76 PINECREST ACADEMY OF NEVADA Principal Evaluation

2015-2016 Pinecrest St. Rose Principal Evaluation Metric

SECTION I: Student Achievement: 40% STAR Assessment: K- No baseline data K- English Language Arts (Reading and Writing) 1- 85% 1- Students will grow by at least 10% by the end of the year on 2- 71% 2- the STAR Reading Assessment. 3- 73% 3- Goals: 4- 63% 4- 1-95% 5- 62% 5- 2-81% 6- 60% 6- 3-83% 7- 48% 7- 4-73% 5-72% 6-70% 7-58% SBAC Assessment: No baseline data available 3- English Language Arts (Reading and Writing) 4- Over 70% of PAN network students will be proficient on the 5- state reading assessment (SBAC). 6- This may be adjusted with board approval depending on 7- baseline data available. STAR Assessment: Math K- No baseline data available K- Grade levels in the PAN network will grow by at least 10% 1- 82% 1- by the end of the year STAR Math Assessment. 2- 75% 2- Goals: 3- 74% 3- 1-92% 4- 71% 4- 2-85% 5- 57% 5- 3-84% 6- 65% 6- 4-81% 7- 51% 7- 5-67% 6-75% 7-61% SBAC: Math No baseline data available 3- Over 70% of PAN network students will be proficient on the 4- state math assessment (SBAC). 5- This may be adjusted with board approval depending on 6- baseline data available. 7-

Science No baseline data available 5- Over 80% of PAN Network students will be proficient on the state science assessment (CRT). Goals: 5-80% 8-80%

Section II: Blended Learning Completion Rates: 10% ST Math Common Core: % Completion & # of Graduates ST Math Fluency: % Completion & # of Graduates Study Island: # Blue Ribbons & # of Graduates Pinecrest Power Readers: # of Books Read & # of Graduates

77 PINECREST ACADEMY OF NEVADA Principal Evaluation

SECTION III: Grant Applications & Dollars Awarded 10% Grant Applications Submitted/Awards

SECTION IV: Teacher Survey Satisfaction Rates 10% Fall Baseline: 70.3% Fall Trends: Solutions to Fall Comment Trends:

Spring Outcome: Spring Trends: Solutions to Spring Comment Trends:

SECTION V: Parent Survey Satisfaction Rates 10% Fall Baseline: 73.4% Fall Trends: Solutions to Fall Comment Trends:

Spring Outcome: Spring Trends: Solutions to Spring Comment Trends:

SECTION VI: Enrollment 10% Baseline Enrollment: 778 (day 1) 813 (now) Spring Enrollment Outcome: Waiting List: 667 (now) Waiting List:

78 PINECREST ACADEMY OF NEVADA Principal Evaluation

SECTION VII: Rating Average by Supervisor: Professional Learning and Leadership Indicators 10% 5 ABOVE AVERAGE TO 1 MINIMIALLY EFFECTIVE

A Vision of 5 4 3 2 1 Learning defines purpose, shapes all programs and practices, and sets clear direction for continued school improvement. Facilitated a collaborative process for the development of a vision of learning that was shared and supported by the PAN school communities. Communicated, implemented, and aligned mission and goals to support PAN’s vision of learning. Worked with building leaders to facilitate the PAN School Improvement Process. A Culture For 5 4 3 2 1 Learning fosters success for all students by advocating, structuring, and sustaining high social and academic expectations as well as collaborating and communicating with school community members regarding the school’s vision. Developed and maintained a professional culture with high social and academic expectations. Provided opportunities for members of PAN school communities to collaborate, develop leadership, and share responsibility for student learning.

79 PINECREST ACADEMY OF NEVADA Principal Evaluation

Promoted equity, fairness and respect among members of the PAN school community.

An Instructional 5 4 3 2 1 Program advocates, structures, and sustains student learning and staff professional growth. Maintained an accountability system of teaching and learning based on learning standards. Facilitated and assisted principals and teachers to improve student learning by effectively using student performance data to drive instructional decisions. Developed and implemented results- driven, research- based collaborative professional development relative to the PAN instructional model, content standards, and school improvement process. Management of the 5 4 3 2 1 organization as well as human and fiscal resources promotes an optimal learning environment and an efficient school operation. Ensured responsibilities were carried out through appropriate systems and routines. Utilized principles of system management, organizational development, problem solving and decision-making to handle the ongoing operation of the PAN charter network. Advocated for and managed fiscal, human, and physical

80 PINECREST ACADEMY OF NEVADA Principal Evaluation

resources to support student learning. Complied with school and district policies and regulations, as well as state and federal laws applicable to administrators.

Areas of Strength: ______

Areas of Refinement: ______

Total %: ______/100%

81 PINECREST ACADEMY OF NEVADA Lead Principal Evaluation

2015-2016 Pinecrest Lead Principal System-wide Evaluation Metric SECTION I: Student Achievement: 50% STAR Assessment: K- No baseline data K- English Language Arts (Reading and Writing) 1- 86% 1- Grade levels in the PAN network will grow by at least 2- 78% 2- 12% by the end of the year STAR Reading 3- 65% 3- Assessment. 4- 62% 4- Goals: 5- 66% 5- 1-90% 6- 55% 6- 2-85% 7- 52% 7- 3-75% 8- 53% 8- 4-75% 5-75% 6-65% 7-65% 8-65% SBAC Assessment: No baseline data available 3- English Language Arts (Reading and Writing) 4- Over 70% of PAN network students will be proficient 5- on the state reading assessment (SBAC). 6- This may be adjusted with board approval depending 7- on baseline data available. 8- STAR Assessment: Math K- No baseline data available K- Grade levels in the PAN network will grow by at least 1- 66% 1- 12% by the end of the year STAR Math Assessment. 2- 68% 2- Goals: 3- 71% 3- 1-75% 4- 67% 4- 2-75% 5- 64% 5- 3-80% 6- 54% 6- 4-75% 7- 58% 7- 5-70% 8- 57% 8- 6-70% 7-65% 8-65% SBAC: Math No baseline data available 3- Over 70% of PAN network students will be proficient 4- on the state math assessment (SBAC). 5- This may be adjusted with board approval depending 6- on baseline data available. 7- 8- Science 5-74% (Horizon) 5- Over 80% of PAN Network students will be proficient 8-69% (Horizon) 8- on the state science assessment (CRT). Goals: 5-80% 8-75%

82 PINECREST ACADEMY OF NEVADA Lead Principal Evaluation

SECTION II: System-wide Grant Applications & Dollars Awarded 10% Grant Applications Submitted List of Grant Awards

83 PINECREST ACADEMY OF NEVADA Lead Principal Evaluation

SECTION III: Rating Average by Board Members: Professional Learning and Leadership Indicators 40% 5 ABOVE AVERAGE TO 1 MINIMIALLY EFFECTIVE

A Vision of 5 4 3 2 1 Learning defines purpose, shapes all programs and practices, and sets clear direction for continued school improvement. Facilitated a collaborative process for the development of a vision of learning that was shared and supported by the PAN school communities. Communicated, implemented, and aligned mission and goals to support PAN’s vision of learning. Worked with building leaders to facilitate the PAN School Improvement Process. A Culture For 5 4 3 2 1 Learning fosters success for all students by advocating, structuring, and sustaining high social and academic expectations as well as collaborating and communicating with school community members regarding the school’s vision. Developed and maintained a professional culture with high social and academic expectations. Provided opportunities for members of PAN school communities to collaborate, develop leadership, and share responsibility for student learning.

84 PINECREST ACADEMY OF NEVADA Lead Principal Evaluation

Promoted equity, fairness and respect among members of the PAN school community.

An Instructional 5 4 3 2 1 Program advocates, structures, and sustains student learning and staff professional growth. Maintained an accountability system of teaching and learning based on learning standards. Facilitated and assisted principals and teachers to improve student learning by effectively using student performance data to drive instructional decisions. Developed and implemented results- driven, research- based collaborative professional development relative to the PAN instructional model, content standards, and school improvement process. Management of the 5 4 3 2 1 organization as well as human and fiscal resources promotes an optimal learning environment and an efficient school operation. Ensured responsibilities were carried out through appropriate systems and routines. Utilized principles of system management, organizational development, problem solving and decision-making to handle the ongoing operation of the PAN charter network. Advocated for and managed fiscal, human, and physical

85 PINECREST ACADEMY OF NEVADA Lead Principal Evaluation

resources to support student learning. Complied with school and district policies and regulations, as well as state and federal laws applicable to administrators.

Areas of Strength: ______

Areas of Refinement: ______

Total %: ______/100%

86 PINECREST ACADEMY OF NEVADA Supporting Document

Meeting Date: December 16, 2015 Agenda Item: 10 – Update Regarding Progress with STEM Grant / Next Generation Science Standards. Number of Enclosures: 1

SUBJECT: Update Regarding Progress with STEM Grant / Next Generation Science Standards. Action Appointments Approval Consent Agenda X Information Public Hearing Regular Adoption

Presenter (s): Lead Principal Carrie Buck Recommendation:

Proposed wording for motion/action:

Fiscal Impact: N/A

Estimated Length of time for consideration (in minutes): 5-10 minutes Background: Update on the progress with the STEM grant and Next Generation Science Standards. Submitted By: Staff

87 Great Teaching and Leading/Interdisciplinary STEM Grant

Pinecrest Reflective Practices and STEM/NGSS Integration

Progress Report

Funded by: Nevada Department of Education

Prepared by: Abeera P. Rehmat, Ph. D. STEM Director Pinecrest Academy of Nevada

Submitted to: Carrie Buck, Ed. D. School Principal Pinecrest Academy of Nevada

November 23, 2015

88 Table of Contents

Executive Summary ------3

Introduction ------6

Staffing ------6

STEM Project-Based Curriculum ------7

• Development ------7

• Implementation ------10

Professional Development ------11

Additional Updates ------12

• Science Interactive Notebooks ------12

• Pinecrest Academy Recognition/Partnership ------12

Evaluation ------13

STEM Integrated Project-Based Unit (Appendix A) ------14

Project-Based Observation Rubric (Appendix B) ------61

Student Science Notebook Sample (Appendix C) ------62

References ------64

2 89 Executive Summary

The goal of this STEM/NGSS grant funded project is to develop STEM curriculum for elementary and middle school, to implement the newly created STEM units across campuses and to provide teachers with professional development in content integration. Furthermore, this project forms a collaboration between STEM specialists in the three sister schools. The design and implementation of this project is divided into three phases. An explanation of each phase is provided below.

Phase 1: Hiring STEM Specialists

The first phase will require hiring of teachers that will be trained as STEM specialists and help develop and implement the new STEM project-based curriculum. The specialists will also assist with successful STEM integration across all Pinecrest campuses. Lastly, the STEM specialists will help bridge a relationship between the three campuses.

Phase 2: STEM Curriculum

The second phase will consist of reviewing the current science curriculum and creating a new STEM integrated problem-based curriculum that aligns with the Next Generation Science standards and the Common Core Mathematics and English Language Arts standards. This curriculum will be designed to promote STEM content knowledge, practices and literacy.

Phase 3: Teacher’s Professional Development

The third phase will consist of assisting classroom teachers in implementing the new

STEM project-based curriculum. The STEM director will conduct professional development to encourage positive change and support for improving science/STEM teaching and learning. The goal of the professional development will be to: a) encourage teachers to utilize teaching techniques and strategies that foster scientific and engineering practices among students, b)

3 90 integrate technology into the science curriculum, c) develop science activities that encourage creativity, critical thinking and problem solving skills, and d) utilize a variety of assessment techniques in science/STEM to evaluate student progress.

Additional Goals

In addition to the phases described above, to create a culture of STEM across campuses.

A STEM Day will be celebrated in the spring. The STEM day will be celebrated to encourage and expose students towards STEM disciplines.

Secondly, technology use will be encouraged in all science instruction, especially in

STEM specials across campuses. Teachers will be encouraged to face time/blog/Skype with grade level teachers at other campuses to allow students to share findings during similar lesson activities. Along with promoting collaboration between the three campuses, this will also allow students to learn how to communicate scientific information as addressed in the Next Generation

Science standards. Additionally, it will provide students will meaningful real-life experiences as professionals in STEM disciplines.

Thirdly, an engineer’s and scientist’s notebook is a detailed record of their thoughts, observations and models of natural phenomenon. It is a personalized representation of experiences, observations, thinking and innovative ideas. These elements are an integral part of the process of doing scientific work. An interactive science notebook can be used in science as a tool to promote writing, creativity, and strengthen students’ learning of science concepts. The use of science notebooks in science allows students to replicate scientists in all science disciplines.

Students can use science notebooks to keep a record of their observations, reflections, ideas, figures, and models. For science/STEM teachers, the science notebook can be a great form of assessment. It offers the teachers a unique way of assessing students’ growth over the course of

4 91 the academic school year. As Young (2002) states, science notebooks encourage students to

“Think as a scientist ... record as a scientist ... and reflect as a scientist!” (p. 2). Thus, an additional goal would be to promote science notebooks, especially at the elementary level. The notebook would be a composition notebook that would be used for all science/STEM activities.

The notebook would be kept in the classrooms and students would utilize the same notebooks for their STEM specials.

Lastly, if possible with the help of the technology crew, STEM website will be designed that can be shared between the three sister schools. This would be a place where STEM specials and middle school science teachers would post ideas, share activities, post the work completed in their classroom by students at various grade levels. This site will have additional resources available for all STEM and science teachers across campuses. This will be a resourceful collaboration hub for all STEM/science teachers that are part of Pinecrest Academy of Nevada.

Additional, this site can be used as an advisement tool for the academy as well as to share students’ work with parents.

5 92 Introduction

The new science framework defines the “foundational knowledge and skills” (NRC,

2012, p. 2) in science and engineering that students in K-12 acquire by the end of 12th grade.

There are three major dimensions recommended in this framework to foster meaningful learning in science and engineering that include:

• Scientific and engineering practices;

• Crosscutting concepts that unify the study of science and engineering through common

application across fields;

• Core ideas in four disciplinary areas: physical sciences; life sciences; earth, and space

sciences along with engineering, technology, and applications of science (NRC, 2012, p.

2).

Scientific and engineering practices in the new science framework are included to assist students to form a relationship between science and engineering disciplines. Moreover, to help students understand that a distinct process (e.g. the scientific method or the engineering design process) for conducting scientific investigation in each discipline does not exist. To emphasize this concept, eight knowledge-based practices are included in the new science framework for students to engage in and recognize the process of developing scientific knowledge (NRC,

2012).

Staffing

The first phase of the year long grant was to hire and train teachers as STEM specialists.

It has been very difficult to find teachers in Clark Country mainly due to the duration of the project. Many applicants that have applied to the position or showed an interest through third party were contacted with some even called in for formal interviews. However, some of the

6 93 applicants lacked the job requirement, such as a teaching and/or substitute license, while others did not have strong content knowledge in any of the STEM disciplines particularly in science and math. Additionally, two particular applicants that fit the job requirement declined because of the year long length of the project.

Although the goal was to hire a total of two team members, but due the reasons discussed above only one has been hired thus far. Traci Goldberg was hired at the beginning of September.

Her start date was September 28, 2015. She was a middle school science teacher at Bob Miller

Middle School and met the requirements for this job opportunity. She was also willing to take a leave of absence from the district to develop curriculum. Traci is currently working with me to create STEM integrated project-based units.

STEM Project-Based Curriculum Development

The aim of the second phase was to review the current science curriculum (Delta

Science) to find correlations between science disciplinary core ideas and practices addressed in the new science standards and create new STEM integrated project-based curriculum.

The Delta science curriculum currently used by Pinecrest Horizon campus at the elementary grade level has been reviewed and no correlation was found between the Delta science activities and current NGSS standards. All the Delta unit tubs have been removed from the elementary classrooms. The Delta science consumable materials have been organized in a cabinet situated in the STEM office to utilize with the new STEM project-based units.

Additionally, since the Delta science curriculum did not align with the science standards, new STEM project-based units are being created. Thus far the primary focus has been grades K-

5th and so far ten STEM integrated project-based units have been created (See table 1 below).

The units are based on the NGSS topic presented in the science standards. All the units are

7 94 aligned with Common Core Mathematics and English Language Arts standards as well as, each unit has an engineering based STEM project that reinforces the science and mathematics concepts covered in the lessons. The units are also infused with technology to promote technology in science learning. The unit lessons are created using a research based instructional framework known as the BSCS 5E Instructional Model. The 5E’s in the framework represent engage, explore, explain, evaluate and elaborate (see Appendix A for sample unit). The STEM project as part of the unit is designed using the research based Engineering Design process. The aim of the units is to not only develop and reinforce STEM content knowledge, but also to expose students to scientific and engineering practices as required by the new science standards while providing students with real world experiences.

8 95 Table 1.

STEM Integrated Elementary Science Unit

Grade Life Science Earth Science Physical Science Interdependent Relationships *Forces and Interactions: Kindergarten in Ecosystems: Animals, Weather and Climate Pushes and Pulls Plants, and their Environment *Structure, Function, and Space Systems: Waves: Light and Sound First Information Processing Patterns and Cycles

*Interdependent **Earth’s Systems: Structure and Properties of Second Relationships in Ecosystems Processes that Shape Matter the Earth Interdependent Relationships in Ecosystems *Weather and Climate Forces and Interactions. Third Inheritance and Variation of Traits: Life Cycles and Traits Energy **Earth’s Systems: Structure, Function, and Fourth Processes that Shape Waves: Waves and Information Processing the Earth Information

Earth’s Systems **Structure and Properties Matter and Energy in of Matter Fifth Organisms and Ecosystems Space Systems: Stars

and the Solar System Notes: *Units implemented at grade level ** Units in progress at grade level Unit in red have been created Units in blue are in process of creation (approx. completion date 12/18)

Lastly, in regards to middle school, currently the STEM director is working on creating a

STEM model for middle school units. The model was originally designed by middle school teachers at the Inspirada campus. This model is not research based and therefore is being reviewed and revised. Once the instructional model is finalized, the STEM director will then create the first STEM middle school unit, which will be implemented at the end of January 2016.

The STEM unit development will be a collaborated effort between middle school teachers across subject areas.

9 96 Implementation

In addition to developing new NGSS curriculum, another component of phase two was the implementation of the new STEM curriculum at all campuses (Horizon, Inspirada, St. Rose).

A detailed explanation of the implementation process in described below for each campus.

Horizon campus

At the horizon campus the first STEM units for all K-5th grades have been implemented.

Kindergarten at horizon is currently working on their Forces and Interaction Unit. As part of the unit, the kindergarteners also participated in an informal STEM activity. The activity took place on November 12, 2015, in which a professional from the Nevada PE Foundation STEM

Outreach was invited to conduct an engineering activity will all kinder students. In this activity, the students learned about the engineering design process, then created and tested their hoop gliders. The kindergarteners will begin their second unit in January 2016.

First graders completed their first STEM unit on Structure, Function, and Information

Processing. In this unit, students learned about animal habitats, how animals survive in their habitats and heredity. They will begin their second unit in January 2016.

Second graders completed their first STEM unit on Interdependent Relationships in the

Ecosystem. In this unit students learned about the ecosystem and how animals and plants interact in their ecosystem. The second graders will begin their second STEM unit on Earth’s Systems:

Processes that Shape the Earth on November 30, 2015.

Third graders completed their first STEM unit on Weather and Climate. In this unit, the students learned the difference between weather and climate and how different places have different climates. The third graders also took a field trip to the News station, where they watched a presentation from a meteorologist. They will begin their second unit in January 2016.

10 97 Fourth graders are currently working on their first STEM unit on Earth’s Systems:

Processes that Shape the Earth. In this unit, students are learning about the Earth, the features of the Earth, and the processes that shape the Earth. They will also begin their second unit in

January 2016.

Finally, the fifth graders are currently working on their first STEM unit on Structure and

Properties of Matter. In this unit, students are learning about the states and properties of matter.

As part of the STEM project, students will create a filtration system.

Inspirada campus

At the Inspirada campus STEM units are currently being implemented in grades, first, second and fourth. Also, the STEM director is working with middle school teachers to revise their STEM model and create a new integrated project-based STEM unit, which will be implemented at the end of January. Furthermore, as of last week (November 16), STEM director is on site two days a week to assist with the implementation of STEM units at the elementary grade levels and monitor their progress.

St. Rose campus

It has been difficult to get STEM units implemented at the St. Rose campus. Efforts have been made to get the implementation process started, but it has not been successful. Therefore, no information as to what is currently being implemented in STEM can be provided.

Professional Development

As STEM makes its way into the classrooms across America, another integral factor in determining its success is teachers’ content knowledge, quality, and preparedness.

Thus, professional development for teachers is necessary to develop a STEM environment, which creates an engaging learning experience for all students and promotes achievement among

11 98 diverse learners.

The STEM director met with teachers at each grade level prior to implementing the first

STEM units. Once, the units were completed the director met with the grade level teachers again to discuss student progress, the implementation process, and possible revisions in the units. As the rest of the units get completed and rolled out, the STEM director along with the STEM specialist will observe STEM lessons in the classrooms. A research based observation rubric has been created by the STEM director for STEM unit classroom observation (See Appendix B).

Additional Updates

Science Interactive notebooks

Writing in science is equally important as writing in other disciplines. It is one way that children learn science. An interactive science notebook can be used in science as a tool to promote writing, creativity, and strengthen students’ learning of science concepts. Therefore, all teachers, particularly in grades K-5th were asked to introduce science notebooks in their classroom. These notebooks were to be used for all STEM activities. The STEM director explained to the teachers in grades K-4th how the science notebook should be setup and provided the teachers with a power point to introduce science notebooks in the classroom (See Appendix

C for example of student science notebook).

Pinecrest Academy Recognition and Partnership

In order to promote Pinecrest Academy of Nevada as a STEAM school. Nevada

Department of Education and Nevada STEM coalition officials were invited to see the school and the STEM integrated project-based unit implementation at the Horizon campus. Pinecrest

Academy was has been listed on their site (http://www.nvstem.org/student-resources/stem- steam-schools/) as a STEAM school. Additionally, the STEM director attended a STEM

12 99 Summit, where she met STEM educators and Nevada state officials. Lastly, in an effort to form partnerships in the community, the STEM director met with the Informal educational specialist at the Nevada Natural History Museum. The aim of the meeting was to create informal educational experiences for students that can align with the STEM units. Both are currently collaborating for a possible afterschool STEM program with a particular focus in environmental science.

Evaluation

The fundamental purpose of evaluation is to create greater understanding, to improve educational efforts and to address accountability. In order to evaluate the effectiveness of the units, students in grades 3-5th completed a standardized critical thinking pre-assessment. They will complete the post-assessment at the end of year. Additionally, students in grades 5th and 8th will take their science CRT’s at the end of the year. Furthermore, the teachers at all campuses completed an open-ended survey. All the data will be converged to gain an in-depth understanding of the year-long program and its effectiveness.

13 100 Appendix A - STEM Unit

Weather and Climate Unit Grade 3: Earth Science

Essential Unit Questions:

• What is the typical weather in different parts of the world and during different times of the year? • How can impact of weather-related hazards be reduced?

3. Weather and Climate Students who can demonstrate understanding can: 3-ESS2-1 Represent data in tables and graphical displays to describe typical weather conditions expected during a particular season. [Clarification Statement: Examples of data could include average temperature, precipitation, and wind direction.] [Assessment Boundary: Assessment of graphical displays is limited to pictographs and bar graphs. Assessment does not include climate change.] 3-ESS2-2 Obtain and combine information to describe climates in different regions of the world. 3-ESS3-1 Make a claim about the merit of a design solution that reduces the impacts of a weather-related hazard. * [Clarification Statement: Examples of design solutions to weather-related hazards could include barriers to prevent flooding, wind resistant roofs, and lightning rods.]

Science and Engineering Practices Disciplinary Core Ideas Crosscutting Concepts Analyzing and Interpreting Data ESS2.D: Weather and Climate Patterns Analyzing data in 3–5 builds on K–2 • Scientists record patterns of the weather across Patterns of change can be used to make experiences and progresses to introducing different times and areas so that they can make predictions. (3-ESS2-1), (3-ESS2-2) quantitative approaches to collecting data and predictions about what kind of weather might conducting multiple trials of qualitative happen next. (3-ESS2-1) Cause and Effect observations. When possible and feasible, digital Cause and effect relationships are routinely tools should be used. • Climate describes a range of an area's typical identified, tested, and used to explain change. • Represent data in tables and various weather conditions and the extent to which those (3-ESS3-1) graphical displays (bar graphs and conditions vary over years. (3-ESS2-2) pictographs) to reveal patterns that indicate Connections to Engineering, Technology, and relationships. (3-ESS2-1) ESS3.B: Natural Hazards Applications of Science • A variety of natural hazards result from natural Engaging in Argument from Evidence processes. Humans cannot eliminate natural Influence of Engineering, Technology, and hazards but can take steps to reduce their Science on Society and the Natural World

101 Engaging in argument from evidence in 3–5 impacts. (3-ESS3-1) (Note: This Disciplinary Engineers improve existing technologies or builds on K–2 experiences and progresses to Core Idea is also addressed by 4-ESS3-2.) develop new ones to increase their benefits (e.g., critiquing the scientific explanations or solutions better artificial limbs), decrease known risks proposed by peers by citing relevant evidence (e.g., seatbelts in cars), and meet societal about the natural and designed world(s). demands (e.g., cell phones). (3-ESS3-1) • Make a claim about the merit of a solution to a problem by citing relevant evidence about Connections to Nature of Science how it meets the criteria and constraints of Science is a Human Endeavor the problem. (3-ESS3-1) Science affects everyday life. (3-ESS3- 1) Obtaining, Evaluating, and Communicating Information Obtaining, evaluating, and communicating information in 3–5 builds on K–2 experiences and progresses to evaluating the merit and accuracy of ideas and methods. • Obtain and combine information from books and other reliable media to explain phenomena. (3-ESS2-2) Connection to Common Core Literacy Standards Mathematics Standards Assessments RI.3.1 Ask and answer questions to demonstrate MP.2 Reason abstractly and quantitatively. (3-ESS2-1), Prior to Lesson understanding of a text, referring explicitly to (3-ESS2-2), (3-ESS3-1) • Create a KWL about weather the text as the basis for the answers. (3-ESS2-2) as a whole class. (Keep the MP.4 Model with mathematics. (3-ESS2-1), (3-ESS2- chart posted for the entire RI.3.9 Compare and contrast the most important 2), (3-ESS3-1) lesson to add information). points and key details presented in two texts on the same topic. (3-ESS2-2) MP.5 Use appropriate tools strategically. (3-ESS2-1) During the lesson • All data /notes, figures, W.3.1 Write opinion pieces on topics or texts, 3.MD.A.2 Measure and estimate liquid volumes and pictures and observations to be supporting a point of view with reasons. (3- masses of objects using standard units of grams (g), included in the science ESS3-1) kilograms (kg), and liters (l). Add, subtract, multiply, or notebook about weather, divide to solve one-step word problems involving weather patterns and seasons W.3.7 Conduct short research projects that build masses or volumes that are given in the same units, e.g., • Conduct informal assessments knowledge about a topic. (3-ESS3-1) through questioning and

15 102 by using drawings (such as a beaker with a measurement observations throughout the W.3.8 Recall information from experiences or scale) to represent the problem. (3-ESS2-1) lesson. gather information from print and digital • Students complete a STEM project to sources; take brief notes on sources and sort 3.MD.B.3 Draw a scaled picture graph and a scaled bar solve a weather-related hazard problem evidence into provided categories. (3- graph to represent a data set with several categories. and design a solution to reduce the ESS2-2) Solve one- and two-step “how many more” and “how impact of this hazard. (Complete in many less” problems using information presented in bar STEM Special) graphs. (3-ESS2-1) Conclusion of Lesson • The science notebooks can be graded (Make rubric or grading) • End of the unit assessment. Unit Vocabulary Technology Resources Literacy Resources Arctic Celsius Websites / Lessons / Games: In the Snow: Who’s Been Here? Lindsay Atmosphere Cloudy Weather related resources: http://weatherwizkids.com/ Barrett George. Greenwillow Books (1995). Avalanche Degrees Around the Pond: Who’s Been Here? and In Blizzard Dew Interactive weather website: the Woods: Who’s Been Here? Climate Doppler radar http://urbanext.illinois.edu/treehouse/index.cfm Cold front Dew point Cloudy with a Chance of Meatballs. Judi Desert Floods Students can control a tornado, snowflake, and rainbow. Barrett. Aladdin (1982). (AR. 4.3) Dust storm Freezing rain http://whyfiles.org/interactives/ Fahrenheit Global Come on Rain. Karen Hesse. Scholastic Press Fog Hurricane National Weather Service educational resources: (1999). (AR. 3.6) Frost Moisture http://www.nws.noaa.gov/os/edures.shtml Hail Precipitation A Drop Around the World. Barbara Shaw Humidity Rain Web Weather for Kids: http://eo.ucar.edu/webweather/ McKinney. Dawn Publications (1998). (AR. 5.1) Ice storm Rain gauge

Lightening Sleet Interactive video about learning how to report and Meteorologist Snow Flash, Crash, Rumble and Roll. Franklyn M. predict the weather: Partly cloudy Tornado Branley. HarperTrophy (1999). http://www.edheads.org/activities/weather/ Precautions Tsunami

Prediction Thermometer Rain. Manya Stojic. Crown Books for Young World map showing where climates are located: Rainbow Wind Readers (2000) (AR. 1.7) http://www.classzone.com/books/earth_science/terc/cont smog Wind chill

16 103 Temperature ent/visualizations/es2103/es2103page01.cfm?chapter_no Oh Say Can You Say What's the Thunderstorm =21 Weather Today? All About Weather. Warming Tish Rabe. (AR 3.7) Water vapor A collection of weather related websites: Weather patterns http://tech.bcschools.net/curriculum/maser/science/eES1 Wind sock _System.htm

17 104

105 Weather and Climate Unit Grade 3 – Earth Science

Table of Contents

The BSCS Instructional Model------3

Lesson 1: What is weather? ------5

Lesson 2: What are the elements of weather? ------6

Lesson 3: How is weather data collected over time? ------10

Lesson 4: How is weather data used to create a weather report? ------11

Lesson 5: What are weather-related hazards? ------12

Lesson 6: What are preventions for weather- related hazards? ------13

Lesson 7: What is climate? ------15

Lesson 8: How can weather data be used to tell us about the world? ------16

Lesson 9: How are weather and climate two different things? ------17

STEM Unit project ------18

Forecast Flyer (Appendix A) ------20

Rain Gauge (Appendix B) ------21

Sample Recording Sheet (Appendix C) ------22

Sample Recording Sheet (Appendix D) ------23

Venn Diagram (Appendix E) ------24

Teacher instruction for Reading Graph (Appendix F) ------25

Tornado Safety Handout (Appendix G) ------37

Materials List 39

Reference 42

106 Weather and Climate Unit Grade 3 – Earth Science

Introduction

The aim of the unit is to help students differentiate between weather and climate.

Furthermore, for students to be able to explain that weather is the condition of the atmosphere that results due to the interaction between the sun, the air, and water. Weather involves heat or cold, clear or cloudy, calm or storm, and wetness or dryness. Explain that meteorology is the study of weather patterns and that meteorologists use specific tools to help them measure the weather. Finally, students should understand that weather patterns are used to identify the weather around the world.

BSCS Instructional Model

The BSCS Instructional Model is based on the constructivist approach to learning, which states that learners build or construct new ideas through interaction and their experiences. The central principles of this approach are that learners can only make sense of new situations in terms of their existing understanding. Inquiry-based approach to teaching and learning science are firmly implanted in the constructivist educational philosophy (Neil, 1995). All constructivists agree that knowledge is actively constructed by the student and not simply passively received by the instructor. The importance of constructivism for teachers is that it serves as a reminder that each learner constructs meaning about the world differently. These constructions are influenced and supported by the social factors that shape the cognitive development.

20 107 The 5E’s represent Engage, Explore, Explain, Elaborate, and Evaluate. Each stage of the

5E is explained in the chart below. [Note: The lessons are created using the BSCS 5E’s

Instructional Model. The lessons can be broken down into sections for the convenience of summative assessments.]

5E Terms Explanation/Definitions

Generate students’ interest, assess prior knowledge, make connections to prior Engage knowledge, and frame the lesson. Let students’ question, discover, examine their thinking and try to establish Explore connections. Connect prior knowledge to new learning, communicate new ideas, and introduce Explain key words and / or concepts. Elaborate/ Extent concepts being explored to real world experiences connect prior knowledge Extend to new knowledge; make connections with other content areas.

Assess understanding (Self, peer, teacher), Demonstrate understanding of new Evaluate concepts by observation, and responses to open-ended questions.

21 108 Lesson 1: What is Weather?

Learning Target: Weather is the condition of the atmosphere from day to day. It involves heat or cold, clear or cloudy, calm or storm, and wetness or dryness.

Objective: Students will be able to identify their thinking associated with weather using a KWL chart.

ENGAGE: Ask the class: What is weather?

Activity: Divide the chart paper into three columns (What do I KNOW, What do I WANT to know, and What have I LEARNED), first have students brainstorm and write in their journal what they already know about weather then record students’ responses in the K column.

Read the book, Oh Say Can You Say What's the Weather Today? All About Weather by Trish Rabe, ask questions throughout the reading and complete the W column on the chart. (Refer back to this question throughout the unit).

EXPLORE: Ask the class: What are the components of a weather report? (Define and discuss the word component). Ask the class: Has anyone ever seen a weather report?

Activity: Have two or three students come up individually and give the weather report for the day. Then have students in small groups review and discuss a weather report [print: Daily Forecast Flyer http://www.wunderground.com/ printer/cityforecast.asp?MR=1]. See Appendix A for sample

Each group will review a different weather report giving the class a variety to discuss. After reviewing, each group will record elements of weather; temperature, wind, precipitation, sunrise, sunset included in their report in their science journal.

EXPLAIN: Ask students again: What is weather? What are the components of weather?

Activity: Let individual groups share their findings with the rest of the class and engage the class in a rich discussion of weather (record what they have learned so far on the L column). Explain to the students that weather is the condition of the atmosphere from day to day.

ELABORATE/EXTEND: End the lesson: have students listen to an actual weather report (internet: http://www.wunderground.com/wxradio/)

22 109 Lesson 2: What are the elements of weather?

***Note: This activity has several parts and will take a couple of days.

Learning Target: Weather is recorded at different times and across areas to help understand weather patterns and so scientists can make predictions about what kind of weather might happen next.

Objective: Students will be able to identify the elements of weather and the instruments used to collect weather data. Students will create a weather instrument and identify its usage in weather data collection.

EXPLAIN: Ask the class: What are the weather elements and how are they measured?

Activity: Students will brainstorm and record their responses in their science notebook. (Give students about 1to 2 minutes to record, then have them share and record their responses on the board)

ENGAGE: Ask students: Does anyone know what a scientist who studies weather is called? [(have students identify, if they guess fine and if not don’t tell yet)].

Activity: Read the book Weather Forecasting by Gail Gibbons to identify instruments meteorologists use to measure weather elements. Ask questions and discuss throughout the reading. Then show students watch a video: Teachers Domain — http://www.pbslearningmedia.org/resource/ess05.sci.ess.watcyc.kidmeteor/kid-meteorologist/

EXPLAIN: Have students write (in their journal) their own definition of the what a meteorologist is first (let them share) then explain to the students that meteorologist is a scientist that studies the atmosphere and weather conditions, they predict the weather. Also, have them identify some of the instruments they came across in the book.

** You can choose to continue with the lesson or you may stop here for the day.

23 110 Lesson 2 (PART A): What is precipitation?

Learning Target: Precipitation come in various forms such as rain, snow, sleet, hail and freezing rain. Precipitation is measured using a rain gauge and in the US it is reported in inches.

ENGAGE

Activity: Show video, Forms of Precipitation http://www.youtube.com/ watch?v=9knozomoMUU. Have a discussion about what they saw in the video. (You can also use the various books in literacy connection to tie into ELA common core and introduce/elaborate on forms of precipitation)

EXPLAIN: Tell students that there are different forms of precipitation and scientists use an instrument called a rain gauge to measure the amount of precipitation (show picture of one). Let them know that they will make a rain gauge but first they will explore how rain occurs.

EXPLORE/EXPLAIN

Activity: Divide the students in groups (give each group a clear cup of water about 2/3 filled). Go around and add a puffy layer of shaving cream on top. Explain to the students the water represents the air and the shaving cream represents a cloud, which is made up of tiny droplets of water or ice. Let students in each group take turns and add a drop of food coloring on top of the cloud (shaving cream). Tell students to draw their diagrams of the model in their science journal as well as record their observations in the journal. (Eventually they will see the food dye "rain" down through the shaving cream into the water/air)

• Ask: Why are clouds able to float. (The simple answer: water and ice droplets are very light.) • Ask: Why do clouds sometimes make rain? (The bigger the cloud gets the more the water droplets bump together and grow. Eventually they get so heavy, they fall to the ground). EXTEND

Activity: Follow the directions (2-liter bottles will need to be cut prior to lesson. Tape the funnel top to the rest of the bottle to prevent rain from coming in the sides (Appendix B). Have each child make a rain gauge to take home. (Make sure to explain how a rain gauge functions)

Materials: Rain Activity • shaving cream, newspapers, water, clear cup, food coloring

24 111 Lesson 2 (PART B & C): How is wind direction measured? How is temperature measured?

Learning Target: Scientists use wind vane to measure wind directions and an anemometer measures wind speed. Also temperature is measured in Fahrenheit’s with a thermometer.

ENGAGE

Activity: Ask: Does anyone know what scientists use to measure temperature? What measurement is used to measure temperature? Show video Cyberchase: Reading a Thermometer: http://www.pbslearningmedia.org/resource/wnet08.math.measure.sys.wnettemp1/reading-a- thermometer/

Discuss video and explain how temperature is measured. Do a few examples on the board. (Students need to know how to read temperature using a thermometer). [Let students know they will be using their thermometer to measure temperature outside in different locations and recording them in their science note]

Note to Teacher: Students will then take authentic thermometers outside on the schoolyard. Working in groups or pairs, they will read and record temperature in different locations. Their recording should be in science notebooks. This can be recorded in a three-column chart containing location, temperature reading, and wind direction (Appendix C).

Transition to Part C: Be sure that students know how to read thermometers. They will need it to use it once they go outside to measure temperature and wind direction. [Next part build wind vane]

ENGAGE

Activity: Ask: Does any one know what scientists use to measure wind direction? [Review cardinal directions]. Show a video about wind: https://www.youtube.com/watch?v=uBqohRu2RRk Discuss video and explain to measure wind direct how a wind vane or weather vane works and why it is used.

EXPLORE

Activity: To determine the wind directions, cut and tie a 6-inch section of the red yarn to a pencil. The student should determine the directions using the wind vane. [Tell them to hold the pencil in the wind and note from which direction the wind is coming using the compass].

****[Divide students into groups: Let students know that they will be meteorologist today and go outside to explore the weather (location, temperature and wind direction) at different locations [students will collect data from different locations at least 4 places] – See Appendix C for setup.

25 112 EXTEND

Activity: Once the students return from the data collection, have the students review their data and predict what they think the weather might be later that day. [They should write paragraph in their science notebook: they are making a prediction and backing it up with evidence in the paragraph].

EXPLAIN

Have student groups share their finding. Once students have shared EMPHASIZE that a days worth of data is not sufficient to predict weather of an area or to forecast extended weather. We can use one day’s data to predict what might the weather be like later that day. However, scientists (meteorologist) need to collect significant amount of data, (some of which they did not collect; temperature, wind direction, wind speed, precipitation amount, etc.) to predict extended weather forecast. Also explain that scientist can be wrong that is why data collection is a process that occurs everyday and results are revised based on that. [Leading into the next lesson]

Materials:

Pencils, yarn (red optional), thermometers, compass

26 113 Lesson 3: How is weather data collected over time?

Learning Target: Scientist record weather patterns across different times and areas so that they can make predictions about what kind of weather might happen next in a particular area.

Objective: Students participate in setting up scientific guidelines for collection of accurate weather data over multiple days or weeks. Student teams collect and record data for specified period of time from one of the cities [New York City, Houston, Texas, St. Paul, Minnesota, Portland, Oregon, Atlanta, Georgia].

* Recommend setting up a class chart to monitor Las Vegas, Nevada weather as a class (good for modeling and comparison later on – See Appendix D to setup chart)

ENGAGE

Activity: Ask students: How do we accurately collect weather data to describe typical weather conditions over time?

EXPLORE

Activity: Lead students in a discussion to determine fair test conditions (when, where, and how) [Explain that fair test condition means at the same time each day from the same city] for weather data collection over the next couple of days or weeks. A decision in how to record data should also be made. For at least one week, all students should be collecting data in their science notebooks in order to create a weather report.

Step-up your class chart and have them setup their chart in their notebook. Assign them a city and put them in groups. Let them know that everyday for a couple of days or a week (at a certain time in the day) they will collect their weather data of the city they were assigned and as class we will do LV, Nevada.

[Go to http http://www.wunderground.com/us/tx/houston (type in the city] and model one date entry for the class. then have them do one data entry for their city for the day.

**At the end of a week of collecting data have students/teams create graphs for their week of data. Create a Graph http://nces.ed.gov/nceskids/graphing/classic/line.asp

27 114 Lesson 4: How is weather data used to create a weather report?

Note: This lesson needs to be done once the groups and as a class weather data has been collected. (You might skip and come back depending on how it falls during the week).

Learning Target: Tables along with various graphical displays (bar graph, pie graphs, pictographs and line graphs) can be used to show patterns over time that indicates a relationship.

Objective: Students will be able to create a weather report that includes components of weather. They will then use the data collected to predict the general weather for the week ahead.

ENGAGE

Activity: Ask how can we use our weather data to create a weather report?

ELABORATE

Review with students again, the components of a weather report. Then Ask: What patterns are occurring in our weather data that might continue into next week?

Activity: Discuss the 3 forms of weather report/forecast. Have student weather teams (group) review their data to identify these patterns and list them in their science notebooks. Discuss the different patterns that are apparent in the class data to model and have them share some of their patterns. Then have each weather team create a weather report for the coming week. [You can first create as a class and then let teams do their own]

EXPLAIN

Activity: Students will present their weather reports presentations. Discuss any differences in their interpretation of how the patterns will continue or not continue in the weather. You can have them create a poster to share, videotape, multimedia presentation, I- movie, and/or Moviemaker.

****This is also the time they will create their graphs for their weather report. Create a Graph http://nces.ed.gov/nceskids/graphing/classic/line.asp

******If you have access to technology (IPads) you can even have them make a recording of a weather report (1 for each group) using their data and share it in class or share with all third graders.

28 115 Lesson 5: How is weather data used to create a weather report?

Learning Target: Natural processes on Earth and result in a variety of hazards. Natural hazards cannot be eliminated but preventive measures can be taken to reduce their impact.

Objectives: Students will identify a variety of natural hazards that have occurred on Earth and the cause of the hazards.

ENGAGE

Ask students: What are the types of severe weather? Give students 1min to write down as many as they can think of then have them share and write them on the Smartboard.

Activity: Read one of the following books: Tornadoes or Hurricanes by Gail Gibson an/or Flash, Crash, Rumble and Roll by Franklyn M. Branley. Ask students: What weather event is depicted in the book? [Note: Volcanoes, earthquakes and tsunamis are natural disasters that are NOT related to weather].

EXPLAIN

Let students know today we are going to research various severe weather hazards. Divide students into groups and assign a then a weather event such as: hurricanes, tornadoes, thunderstorms, heat wave, drought, lightening, hailstorms, dust storms, blizzards and floods. It should be noted that these are natural weather disasters. [You can gather nonfiction books from the library; use Internet resources, or science trade books from one of the Delta kits]

EXPLORE

Activity: Ask students: What are the hazards that result from severe weather? Let student explore resources and engage in research. Their research must include but not be limited to the hazards that result from the severe weather event. The research should result in presentations or sharing of information by students with each other.

EXPLAIN

Activity: Ask students: How are these severe weather hazards alike and different? Activity: Have students share their research and write down few key things about the event presented after the presentation and list on the Smartboard. Once everyone has presented, together as a class discuss and help students make connections between similarities and differences and sum up the lesson.

29 116 Lesson 6: What are preventions for weather - related hazards?

Learning Target: Engineers improve existing designs to resist severe weather damage.

Objectives: Students will be able to identify ways to prevent impacts from hazardous weather. They will review various engineering designs and identify one for hazardous prevention.

ENGAGE

Activity Ask: [Review] What are the different types of severe weather? Review the different types of severe weather with students. Ask: How can we protect ourselves from such kind of severe weather? Discuss with students the variety of ways we can protect ourselves from hazardous weather (use preparedness guide for information).

EXPLORE

Activity: Divide students in to groups. Assign student groups a severe weather (something they have researched already from lesson 4). Let students discuss and create a safety plan. [Model one first]

EXPLAIN

Activity: Have student groups present their safety plans for the rest of the class.

ENGAGE

Activity: Ask: What do engineers do? Move discussion toward idea that engineers use scientific information to apply it to solutions to human needs. Tornado shelters are one thing that engineers have been involved in to solve a human need for storm protection. Architects might also be involved in these designs.

EXPLORE

Activity: Students will evaluate the merits of tornado shelters and make a claim to answer this question: Which shelter would be best in a tornado? The claim should be supported by evidence (student reasoning). Give pairs or groups of students access to photos of a variety of tornado shelters. This can be online or printed copies. The following websites will have some resources: House Logic Tornado Shelters http://www.houselogic.com/photos/tornadoes-severe- storms/tornado-storm-shelters-safe-room-protectionwhen-it-counts/slide/still-standing/#still- standing. (Maybe have two different designs for analysis)

30 117

EXPLAIN

Activity: Have student groups share [maybe sure they provide evidence for their claim]. Have students comment after each team’s presentation on whether the group’s presentation changed their thinking about a particular shelter. At the end, let students vote on one shelter that they would recommend to the public.

31 118 Lesson 7: What is climate?

Learning Target: Climate describes the typical weather conditions of an area over a long period of time.

Objectives: Students will be able to compare the temperature and precipitation of different locations over a given period of time.

ENGAGE

Ask: Remember when we monitored the weather for week? Could you use that data to forecast what the weather would be like in 10 weeks, 20 weeks? Why or why not? Write your predictions in the science notebook. What would you need to know to predict the weather for the next 20 weeks? Could we use our data to predict next week’s forecast for Hawaii?

EXPLORE

Ask: What is weather like around the world? Activity: Read aloud the book On the Same Day in March: A Tour of the World’s Weather by Marilyn Singer. Discuss with the students how the weather is different around the world in March have them compare it to Nevada, USA using a Venn diagram. [Venn diagram in Appendix E]

EXPLAIN Have students watch the video about biomes around the world : http://easyscienceforkids.com/all-about-climate-around-the-world/

32 119 Lesson 8: How can weather data be used to tell us about the world?

Learning Target: Temperatures and precipitation rates from various locations can help you determine the climate of a region or area.

Objectives: Students will compare weather data of different locations.

EXPLORE

Activity: Ask students: How do we find data about weather from around the world? [Teacher example chart in Appendix F for modeling] Divide students in groups. Pass out the Location charts (See Appendix F) to students and ask them to study/observe the graph to explain what information we can gain from it. [These are climographs that show temperature and precipitation over a long period of time for the location. The US graphs give the time period, but the international ones do not. The red line shows temperature over the year by month with the scale on the right y-axis. The green bars show precipitation amount over the year by month with the scale on the left y-axis. Data tables are below the graph. It is important that students understand how to read these independently and the information derived so they are able to use them in their exploration of the location being assigned to them].

Assign each group one location [http://drought.unl.edu/archive/iclimographs/] • Two locations should be in polar regions, • two in temperate regions, • two in tropical regions, • two in desert regions

Refer to world map of regions found on this webpage for assistance in determining locations in each climate region: Science Dictionary: Climate Zones (3) http://www.webquest.hawaii.edu/kahihi/sciencedictionary/C/climatezone.php [Do not tell students what region they location is in]

The students’ task is to determine the weather in that location for today and to determine the weather over time (climate) for their location yearly [See Appendix F for worksheet – worksheet go in science notebook]. Do not introduce the term climate at this time. It is saved for the “Explain” phase in Lesson 9.

EXTEND

Activity: [optional]- Students identify and color in the different regions on the world map.

33 120 Lesson 9: How are weather and climate two different things?

Learning Target: Climate is the average atmospheric conditions of an area for along period of time. Weather of an area is referred to the day-to-day atmospheric conditions of that area.

Objectives: Students will learn the definition of climate and be able to differentiate between weather and climate.

EXPLAIN

Activity: Ask students: How is climate different from weather? Write their responses on the board and for later explanation. Activity: Show the following video (3:14): NASA Connect — Our World: What is Weather? http://www.youtube.com/watch?v=UtgFHHhm1xU. Explain the difference between weather and climate. Discuss the four climatic regions: polar, temperate, desert and tropical so students are familiar with them. [You can make a four-column chart and together with students fill in the information (everything should go in the science notebook)] [Polar — cold and dry; Temperate — moderate with temperature fluctuations between summer and winter and moderate precipitation; Tropical — warm and wet; Desert — hot and dry. Science Dictionary: Climate Zones (3) http://www.webquest.hawaii.edu/kahihi/sciencedictionary/C/climatezone.php]

Activity: Ask students: Look at the location that your group explored. What region is your location is? Ask: Which locations are in the same climate regions? Students will be looking for patterns in their information. [Groups will go back and discuss the similarities in data for each location and be ready to report their findings. They should be ready with evidence to support their claims].

EVALUTE

Wrap the lesson and the ask students the difference between climate and weather (evaluate their understanding). Go through the KWL from lesson 1.

ELABORATE (optional)

Ask student: How do meteorologists use this type of information to make long-range forecasts? Possible addition of meteorologist work video to help clarify how forecasts rely on seeing patterns: How Do Meteorologists at AccuWeather Make Your Forecast?http:// http://www.accuweather.com/en/weather-news/how-do-meteorologists-make- forecast/4716627

34 121 STEM UNIT PROJECT

Lesson Target: Engineering design is a process and used to solve real world problems. They will use the five-step engineering design process to solve problems.

Objectives: Students will understand how and why engineers design new and better buildings to withstand tornadoes. Students will design a prototype of a tornado proof building.

Engineering Design Explanation Process ASK Identify the problem. Identify the constraints IMAGINE Identify some possible solutions

PLAN Draw a plan and identify the materials CREATE Use the plan and create. Test it! IMPROVE Modify your design to make it better. Test it out!

Introduction/Problem

Introduce the following problem to students: You come home after school and as soon as you open the television, a warning message comes across the TV screen. It says that the National Weather Service has issued a severe tornado watch with a possibility of flooding in the Las Vegas area. This has never happened before in the valley. Everyone is worried because Las Vegas is not ready to face the high wind speeds of a tornado. The Mayor of Las Vegas has offered a challenged. The challenge is for someone to create a design of the tornado proof building structure. The prototype must me made using only Popsicle sticks [specify amount], it must weight only [specify weight], and it must a certain size [specify size] Let students know to test their design, a portable fan will be used]. Explain to students the damaging effects of a tornado or read the following book Tornado Alert by by Franklyn M. Branley, Giulio Maestro

[Teacher Notes: Tornadoes can produce winds over 250 mph. According to NOAA, about 1,000 tornadoes are reported across the United States in an average year; resulting in 80 deaths and over 1,500 injuries. Approximately, 45 percent of these deaths were people living in mobile homes. Some of the largest and most damaging twisters in history occurred in 1999 in Oklahoma and Kansas. Overall, these tornadoes caused 49 deaths and over $1 billion in damage. Tornadoes affect civil engineers the most because they design, build, and maintain roads, railways and buildings. Engineers also collect evidence following storms to help classify tornadoes, dispel tornado myths, and find better ways to safely build structures in high-tornado areas.

35 122 ASK

Have students identify the problem and possible constraints. Write their responses on the board. Encourage them to be creative (within reason). Ask students: How might a tornado damage a house?

Watch a video of one designer’s futuristic plans for an underground tornado-proof home on youtube.com or the Discovery Science series on building hurricane-proof homes. Examine methods used to prepare homes for tornadoes/hurricanes. Ask students: How would this apply to tornadoes?

Divide students into groups. Have student groups name their engineering firm (e.g., Whirl-Proof Structural Engineers). The product should have labels that briefly describe what is and how it protects from tornadoes. Students can use the Tornado Safety Handout [Appendix G] to get some ideas of things to add to a house or computers to research materials.

IMGAINE

Have students in their science notebook imagine possible design solutions.

PLAN

Have students plan out their design on large graph paper [similar to a engineering blueprint] use an online image to show a sample blue print. The materials, amount of each material, and dimension of the structure should all be labeled on the blueprint.

CREATE

Let students create and test their design. Have them identify in their science notebook issues with their designs and/or strengths of their design. Also how they plan to modify their design.

IMPROVE

Let students improve and finalize their design and work on presentation.

SHARE

Have students present their building to their peers. Student presentations should include a general overview of their building, as well as a description of each feature, materials, etc.

36 123 Appendix A

Forecast Flyer

37 124 Appendix B

Rain Gauge

38 125 Appendix C

Sample Data Recording Sheet

Temperature Wind Location Weather Condition (°F) Direction

39 126

Appendix D

Sample Data Recording Sheet

Name(s) ______Location: ______

Rain Wind Wind Date Time Temp. Gauge Describe the Weather Direction Speed Reading

40 127 Appendix E

Venn-Diagram Weather Comparison

Pick to two countries mentioned in the book and compare them to the USA zoom into Nevada

41 128 Appendix F

Teacher instruction for Reading Graph

Note: Each student or student group gets only ONE of the following 8 graphs! Make sure that all 8 graphs are distributed! (if some are extra, give group 2 graphs). Project the sample graphs on the board and point out these points:

• The data is average data over many years of data collection • The bars show how much total precipitation fell in each month. You read that on the left scale. • The line and dots show the average temperature for that month. You read that on the right scale.

Guided Questions to Check for Student Understanding (complete as a class to model).

• What do you think it would be like in October in Santiago, Chile? (60–70 degrees and 5 about inches of rain). Make sure students explain why they think what they mean, point out the readings and axes. • What do you think it would be like in October in Helsinki, Finland? (25-30 degrees and snowing) • What do you think the weather is like in Santiago, Chile today? (answers will vary based on when you do the unit) • Now, check the actual weather in Santiago, Chile. http://www.weather.com/weather/today/CIXX0020:1 • Why aren’t our two answers the same? How different are they? Why? (Weather is what happens day to day; climate is what happens over many years of averages) • What do you think the weather is like in Helsinki, Finland today? (answers will vary based on when you do the unit) • Now, check the actual weather in Helsinki. http://www.weather.com/weather/today/Helsinki+FIXX0002:1:FI • Why aren’t our two answers the same? How different are they? Why? (Weather is what happens day to day; climate is what happens over many years of averages) • Describe what it would be like to be in Santiago, Chile or Helsinki, Finland for a year. What kinds of clothing.

*** Make sure to document everything on the table presented at the end of Appendix F to model so they can do the same when they do their individual countries.

Answer Key

Temperate: Indianapolis, Indiana,Paris, France Tropical: Bangkok, Thailand, Baton Rouge, LA Desert: Dakar, Sengal, Las Vegas, Nevada Polar: Fairbanks, AK (Near Arctic Circle), Oslo, Norway

42 129 Appendix F

Teacher Examples Charts

*Use these charts for guided questions

SANTIAGO, CHILE Annual Climatology http://drought.unl.edu/archive/iclimographs/SantiagoMTMP.htm

43 130

HELSINKI, FINLAND (NEAR THE ARCTIC CIRCLE) Annual Climatology http://drought.unl.edu/archive/iclimographs/HelsinkiMTMP.htm

44 131 Location: Indianapolis, Indiana

Annual Climatology

http://drought.unl.edu/archive/climographs/IndianapolisANC.htm

1. Describe an average day in October. What should you wear to go outside?

______

______

2. Describe an average day in July. What should you wear to go outside?

______

______

3. When is the best time of year to visit this country? Why?

______

______

4. In your science notebook draw what it would look like in this location at two times of the year (January and December). Can you include any plants or animals?

45 132 Location: Paris, France

Annual Climatology

http://drought.unl.edu/archive/iclimographs/ParisMetric.htm

1. Describe an average day in October. What should you wear to go outside?

______

______

2. Describe an average day in July. What should you wear to go outside?

______

______

3. When is the best time of year to visit this country? Why?

______

______

4. In your science notebook draw what it would look like in this location at two times of the year (January and December). Can you include any plants or animals?

46 133 Location: Bangkok, Thailand

Annual Climatology

http://drought.unl.edu/archive/iclimographs/BangkokMTMP.htm

1. Describe an average day in October. What should you wear to go outside?

______

______

2. Describe an average day in July. What should you wear to go outside?

______

______

3. When is the best time of year to visit this country? Why?

______

______

4. In your science notebook draw what it would look like in this location at two times of the year (January and December). Can you include any plants or animals?

47 134 Location: Baton Rouge, LA

Annual Climatology

http://drought.unl.edu/archive/climographs/ BatonRougeANC.htm

1. Describe an average day in October. What should you wear to go outside?

______

______

2. Describe an average day in July. What should you wear to go outside?

______

______

3. When is the best time of year to visit this country? Why?

______

______

4. In your science notebook draw what it would look like in this location at two times of the year (January and December). Can you include any plants or animals?

48 135 Location: Dakar, Sengal

Annual Climatology

http://drought.unl.edu/archive/iclimographs/DakarMTMP.htm

1. Describe an average day in October. What should you wear to go outside?

______

______

2. Describe an average day in July. What should you wear to go outside?

______

______

3. When is the best time of year to visit this country? Why?

______

______

4. In your science notebook draw what it would look like in this location at two times of the year (January and December). Can you include any plants or animals?

49 136 Location: Las Vegas, Nevada

Annual Climatology

http://drought.unl.edu/archive/iclimographs/DakarMTMP.htm

1. Describe an average day in October. What should you wear to go outside?

______

______

2. Describe an average day in July. What should you wear to go outside?

______

______

3. When is the best time of year to visit this country? Why?

______

______

4. In your science notebook draw what it would look like in this location at two times of the year (January and December). Can you include any plants or animals?

50 137

Location: Fairbanks, AK (Near Arctic Circle)

Annual Climatology

http://drought.unl.edu/archive/climographs/FairbanksANC.htm

1. Describe an average day in October. What should you wear to go outside? ______

______

2. Describe an average day in July. What should you wear to go outside?

______

______

3. When is the best time of year to visit this country? Why?

______

______

4. In you science notebook draw what it would look like in this location at two times of the year (January and December). Can you include any plants or animals?

51 138 Location: Oslo, Norway

Annual Climatology

http://drought.unl.edu/archive/iclimographs/OsloMetric.htm

1. Describe an average day in October. What should you wear to go outside?

______

______

2. Describe an average day in July. What should you wear to go outside?

______

______

3. When is the best time of year to visit this country? Why?

______

______

4. In you science notebook draw what it would look like in this location at two times of the year (January and December). Can you include any plants or animals?

52 139 Daily Temperature and Precipitation Chart

Temperature Temperature Precipitation Precipitation Location Today Overtime Today Overtime

*** http://www.weather.com/weather/today/CIXX0020:1 (type in the city and country)

** Use this chart to model the sample teacher charts.

53 140 Appendix G

Tornado Safety Handout

Early Tornado Warning Signs

• Whirling dust or debris on the ground under large clouds. • A funnel of wind and dust extending from a thundercloud to the ground. • Hail or heavy rain followed by either dead calm or a fast, strong wind shift. • Day or night – Loud, continuous roar or rumble, which does not fade in a few seconds like thunder. • At Night – Small, bright, blue-green to white flashes at ground level near a thunderstorm (as opposed to silvery lightning up in the clouds). These mean power lines are being snapped by very strong winds, maybe a tornado.

WHAT TO DO IF...

• You are in a house with a basement: Avoid windows. Get in the basement and under some kind of sturdy protection (heavy table or work bench), or cover yourself with a mattress or sleeping bag. Know where very heavy objects rest on the floor above (pianos, refrigerators, waterbeds, etc.) and do not go under them as they could fall down through a weakened floor and crush you.

• You are in a house with no basement, a dorm, or an apartment: Avoid windows. Go to the lowest floor of the building, and find a small center room (like a bathroom or closet), under a stairwell, or in an interior hallway with no windows. Crouch as low as possible to the floor, facing down; cover your head with your hands. A bath tub may offer some protection. Even in an interior room, you should cover yourself with some sort of thick padding (mattress, blankets, etc.), to protect against falling objects in case the roof and ceiling fail.

• You are in an office building, hospital, nursing home or skyscraper: Go directly to an enclosed, windowless area in the center of the building — away from glass. Then, crouch down and cover your head. Interior stairwells are usually good places to take shelter, and if not crowded, allow you to get to a lower level quickly. Stay off the elevators; you could be trapped in them if the power is lost.

• You are in a mobile home: Get out! Even if your home is tied down, you are probably safer outside, even if the only alternative is to seek shelter out in the open. Most tornadoes can destroy even tied-down mobile homes; it is best not to play the low odds that yours will make it. If your community has a tornado shelter, go there fast. If there is a sturdy permanent building within easy running distance, seek shelter there. Otherwise, lie flat on low ground away from your home, protecting your head. If possible, use open ground away from trees and cars, which can be blown onto you.

54 141 • You are at school: Follow the drill! Go to the interior hall or room in an orderly way as you are told. Crouch low, head down, and protect the back of your head with your arms. Stay away from windows and large open rooms like gyms and auditoriums.

• You are in a car or truck: Vehicles are extremely dangerous in a tornado. If the tornado is visible, far away, and the traffic is light, you may be able to drive out of its path by moving at right angles to the tornado. Otherwise, park the car as quickly and safely as possible — out of the traffic lanes. Get out and seek shelter in a sturdy building. If in the open country, run to low ground, away from any cars (which may roll over on you). Lie flat and face-down, protecting the back of your head with your arms. Avoid seeking shelter under bridges, which can create deadly traffic hazards while offering little protection against flying debris.

• You are in the open outdoors: If possible, seek shelter in a sturdy building. If not, lie flat and face-down on low ground, protecting the back of your head with your arms. Get as far away from trees and cars as you can; they may be blown onto you in a tornado.

• You are in a shopping mall or large store: Do not panic. Watch for others. Move as quickly as possible to an interior bathroom, storage room or other small enclosed area, away from windows. Crouch face-down and protect your head with your arms.

AFTER THE TORNADO...

• Keep your family together and wait for emergency personnel to arrive. Stay away from power lines and puddles with wires in them; they may still be carrying electricity! Watch your step to avoid broken glass, nails, and other sharp objects. Stay out of any heavily damaged houses or buildings; they could collapse at any time. Do not use matches or lighters, in case of leaking natural gas pipes or fuel tanks nearby. Remain calm and alert, and listen for information and instructions from emergency crews or local officials.

Source: http://www.spc.noaa.gov/faq/tornado/safety.html

55 142 Materials List Lesson 1

• Book: Oh Say Can You Say What's the Weather Today? All About Weather by Trish Rabe, • Daily Forecast Flyer http://www.wunderground.com/ printer/cityforecast.asp?MR=1 (Print a different weather report for each group) – Appendix A (sample) • Class KWL Chart

Lesson 2 • Book: Weather Forecasting by Gail Gibbons • Online video: Teachers Domain — ZOOM video about a kid meteorologist: http://www.pbslearningmedia.org/resource/ess05.sci.ess.watcyc.kidmeteor/kid- meteorologist/

Lesson 2 (Part A) • Online video: Forms of Precipitation https://www.youtube.com/watch?v=9knozomoMUU • Optional Books: • Shaving cream • clear cup • food coloring • newspapers • water • 2 liter bottle • paper ruler • gravel • Rain Gauge Directions: Appendix B

Lesson 2 (Part B & C) • Online video: Cyberchase: Reading a Thermometer http://www.pbslearningmedia.org/resource/wnet08.math.measure.sys.wnettemp1/reading -a-thermometer/ • Thermometers • Recording Chart: Appendix C

• Compasses • Red yarn (doesn't have to be red) • Pencil

56 143 Lesson 3 • Recording Chart: Appendix D • Online access: http://www.wunderground.com/us/tx/Houston • Online access: http://nces.ed.gov/nceskids/graphing/classic/line.asp

Lesson 4 • Data from lesson 3 • Technology (optional) • Online access: http://nces.ed.gov/nceskids/graphing/classic/line.asp

Lesson 5 • Books: Tornadoes or Hurricanes by Gail Gibson an/or • Books: Flash, Crash, Rumble and Roll by Franklyn M. Branley. • Books for research on sever weather • Internet resources

Lesson 6 • Preparedness guide • Online: House Logic Tornado Shelters http://www.houselogic.com/photos/tornadoes- severe-storms/tornado-storm-shelters-safe-room-protectionwhen-it-counts/slide/still- standing/#still-standing.

Lesson 7 • Book: On the Same Day in March: A Tour of the World’s Weather by Marilyn Singer. • Venn Diagram – Appendix E

Lesson 8 • Teacher modeling chart – Appendix F • Online: Science Dictionary: Climate Zones (3) http://www.webquest.hawaii.edu/kahihi/sciencedictionary/C/climatezone.php • Internet access

Lesson 9: • Video: NASA Connect — Our World: What is Weather? http://www.youtube.com/watch?v=UtgFHHhm1xU. Explain the difference between weather and climate. • Online: Science Dictionary: Climate Zones (3) http://www.webquest.hawaii.edu/kahihi/sciencedictionary/C/climatezone.php] • Video: How Do Meteorologists at AccuWeather Make Your Forecast? http://www.accuweather.com/en/weather-news/how-do-meteorologists-make- forecast/4716627

57 144 STEM Unit • Book: Tornado Alert by Franklyn M. Branley, Giulio Maestro • Tornado preparation guide: Appendix G • Structure popsicle sticks ONLY • Glue • Rules for measurements • Scale for weight measurement • Fan for testing (review safety rules)

Additional Resources • http://www.tornadoproject.com/ • http://www.noaa.gov/tornadoes.html • http://www.nssl.noaa.gov/ • http://www.noaa.gov/tornadoes.html • http://www.chaseday.com/tornadoes.htm

58 145 References

Branley, F., M (1999). Flash, Crash, Rumble and Roll. New York, NY: Harper Collins

Publishing.

Branley, F., M, & Maestro, G. (1990). Tornado Alert. New York, NY: HarperCollins Publishing.

Gibbson, G. (2010). Hurricanes. New York, NY: Holiday House Publishing.

Gibbson, G. (2010). Tornadoes. New York, NY: Holiday House Publishing.

Gibbson, G. (1993). Weather Forecasting. New York, NY: Aladdin Books

My Sci (n.d.). Earth and space systems: Seasons, climate, and hazardous weather. Retrieved

from https://schoolpartnership.wustl.edu/about/

Neil, M. (1995). Implementing performance assessments: A guide to classroom, school and

system reform. Cambridge. MA: Fair Test.

Rabe, T. (2004).Oh Say Can You Say What's the Weather Today? All About Weather. New York,

NY: Random House Publishing.

Singer. M. (2001). On the Same Day in March: A Tour of the World’s Weather. New York, NY:

Harper Collins Publishing.

Todd, J., Straten, M., Zarske, M. S., & Yowell, J. (2004). Teach engineering. Retrieved from

https://www.teachengineering.org

59 146 APPENDIX B

Pinecrest Academy of Nevada Project based Learning Teacher Observation Form

Teacher: ______Grade: ______

Subject area: ______Date/Time: ______

PBL Lesson Title: ______

Project Description: ______

______

To what extent are the following present? Circle all the items that are visible during the observation under each heading.

I. PBL structure 1. The PBL has a well-defined outcome. 2. The PBL contains STEM integrated content, which as a consequence leads to higher-order thinking. 3. The PBL lesson lends itself to multiple, creative tasks in which students can demonstrate a continuum of knowledge and understanding. 4. The PBL lesson covers subject/grade level goals. 5. The PBL lesson in interdisciplinary. 6. The PBL lesson contains high functioning activities requiring students to work in organized groups.

II. PBL Facilitation 1. The teacher clearly stated goals and tasks. 2. The teacher facilitated the students to stay on task. 3. The teacher asked effective open-ended questions. 4. The teacher achieved objectives he/she identified.

III. Student Participation 1. The students were actively engaged. 2. The students could explain tasks and solution strategies. 3. The students could explain the goal(s) of the lesson.

IV. Resources 1. The appropriate resources are ready and available for student use. 2. The students seem proficient in using the resources (i.e. calculators, textbooks, computers).

60 147 V. Assessment 1. Assessment(s) was/were continuous and varied. 2. The evidence of holistic assessments existed (e.g. rubrics for participation/engagement, early stages of the PBL, or group work).

VI. Class Learning Environment 1. The teacher identified and engaged students around their prior knowledge. 2. The teacher engaged the students using multiple resources (i.e. books, demonstration, questions, etc.). 3. The teacher is attentive and interacting with the students.

Additional Observations: ______

______

______

______

Comments: ______

______

______

Suggestions: ______

______

______

Observer’s Signature: ______Date: ______

61 148 Appendix C

Student Science Notebook Sample

62 149

63 150 References

Achieve, Inc. (2013). Next generation science standards. Retrieved from

http://www.nextgenscience.org/next-generation-science-standards/

National Governors Association Center for Best Practices, Council of Chief State School

Officers. (2010). Reaching higher: Common core state standards, mathematics.

Washington, DC: Authors.

National Research Council (2012). A framework for K-12 education: Practices, core cutting

concept and core ideas. Washington, D.C.: The National Academic Press.

Young, J. (2002). Science interactive notebooks. NSTA WebNews Digest, 1-3.

64 151 PINECREST ACADEMY OF NEVADA Supporting Document

Meeting Date: December 16, 2015 Agenda Item: 11 – Lead Principal and Principal Reports Number of Enclosures:

SUBJECT: Lead Principal and Principal Reports. Action Appointments Approval Consent Agenda X Information Public Hearing Regular Adoption

Presenter (s): Lead Principal Carrie Buck, Principal Hamilton and Principal Keaton Recommendation:

Proposed wording for motion/action:

Fiscal Impact: N/A

Estimated Length of time for consideration (in minutes): 5-10 minutes Background: Update from Lead Principal and Principals regarding school happenings. Submitted By: Staff

152 PINECREST ACADEMY OF NEVADA Executive Office Memorandum

Celebrations 

Henderson Winterfest Parade

School Choice Week—Tiffany Fagan January 25th to January 29th School Choice Celebration Jan. 26th 9:00 Cashman

Pinecrest St. Rose—Lucy Keaton Intervention Plan

Pinecrest Inspirada—Yolanda Hamilton Intervention Plan

Pinecrest Horizon—Wendy Shirey/Jessica LeNeave Intervention Plan Preliminary SBAC Data Parent Information Night—December 17th 6:30 p.m.

Update on Pinecrest Cadence—Jessica LeNeave

153 Pinecrest Academy Horizon Literacy Plan

December 9, 2015 Based on STAR assessment results from October, Pinecrest Academy Horizon has developed the following plan of action to improve reading scores across grades 1-8. Grade 1 First grade reading scores were a significant area of concern. The first grade team has worked with the curriculum coach and the assistant principal to design a program that will be implemented by all the teachers in the grade level. The first grade teachers completed the Core Phonics Survey with their students who scored below the 15th percentile on October’s STAR administration. This assessment illustrates specific phonics skills the students lack and tells the teachers exactly what to address in phonics instruction to best move the students forward. By attacking the specific areas of deficit in the phonics skills, the students will read more fluently and ultimately increase reading comprehension. Grade level implementation of structured instructional program The teachers will teach the whole group lesson in Wonders and will meet with small groups of students to meet their individual needs. In addition to using the Wonders Intervention component, the teachers will incorporate sight word practice, specific phonics instruction, and word analysis strategies with the students. This will be done in a small group setting, and the groups will remain fluid throughout the year to allow students to continue progressing based on their needs. While the teachers meet with their small groups of students, the other students will rotate around the room to various centers and activities. The centers are as follows:

1. Read to self 2. Read to somebody (parent volunteer, partner) 3. Word work (additional phonics, spelling, and phonemic awareness practice) 4. Writing (students will respond to their AR books in various formats) 5. Blended learning

The first grade teachers will invite parent volunteers to assist with the management of the center activities and will create a schedule for the volunteers to follow. The teachers will also provide differentiated homework to the students based on their individualized needs. Each teacher will share their student rotation schedule and parent volunteer schedule with the assistant principal.

Finally, the teachers will meet more frequently to share ideas for instruction and collaborate on best practices. Currently they meet once a week. They will meet twice a week to collaborate and plan instruction moving forward. The second meeting will be largely devoted to planning reading instruction. Grades 3 and 5 Third and fifth grade proficiency decreased slightly in October. The teachers are working closely together to plan instruction and intervention for students who are no longer proficient. Students participate in whole group reading instruction followed by independent practice on grade level skills, online learning programs, and small group instruction with the teacher. Select third grade students have taken the Core Phonics Survey to identify specific deficit skills. The teachers work with small

154 groups of students to provide individualized instruction at the students’ instructional levels. Teachers focus on reading fluency as a precursor to increased comprehension, so students are assessed weekly in reading fluency. Students below the 15th percentile are monitored more closely and meet for 20 minutes with the teacher each day to improve decoding, comprehension, and fluency skills. These students are assessed weekly in a program called AimsWeb that allows teachers to track progress and view charts of progress in reading fluency. Fluency is a strong indicator of future reading success. Grade 8 Although eighth grade scores were the greatest area of concern, the entire middle school team will implement the following plan of action:

1. Bell ringer activities will include more review on grammar and mechanics. The teachers feel the STAR assessment includes more of these skills than they had anticipated, and incorporating additional instruction and review will increase STAR scores. 2. Middle school English Language Arts teachers have increased the amount of time devoted to independent reading during the day. This will increase reading stamina and improve reading comprehension. 3. Middle school English Language Arts teachers are including spelling instruction in their weekly routines. Teaching spelling patterns and word morphology will increase reading comprehension in the higher grades as they encounter more difficult words in text.

Pinecrest Horizon will administer another STAR assessment in January to provide additional data to determine any other areas of need and/or gauge success of current programs in place.

Elements to continue K-5 Curriculum: Reading Wonders All grade levels Grades K-5 implement the Wonders Curriculum, a program aligned to the Common Core State Standards. A typical lesson consists of 20-30 minutes of whole group instruction followed by differentiated work based on the individual needs of students. The differentiated work consists of guided reading work with the teacher in a smaller group setting. During this time, the teacher practices various phonics skills, word analysis skills, fluency, and comprehension skills. The students in the lowest percentiles meet with the teacher 5 times a week for at least 20 minutes a day. Depending on individual needs, the other students will meet with the teacher 3-4 times a week for 20 minutes a session. When not working with the teacher, students are reading books at their independent reading levels, participating in blended learning activities online, and completing assigned work addressing the Common Core State Standards. 6-8 Curriculum: Springboard Grades 6-8 implement the Springboard curriculum. Springboard is a program aligned to the Common Core State Standards that incorporates whole group direct instruction followed by guided practice and independent work. Springboard is a comprehensive program that encompasses reading and writing in one curriculum. Since reading and writing in middle school are quite dependent on each other, it is a common sense approach to teaching the two. Students learn reading and writing standards in tandem while responding to literature and writing essays and narratives in conjunction with the reading standards.

155

Blended Learning Options Study Island is a standards-based program that takes students on individualized learning paths based on their achievement and assigned standards from the teacher. Students progress through lessons and take quizzes to earn ribbons. Each ribbon earned is another standard “mastered” in the program.

Reading Assistant and Fast ForWord are a standards-based programs that provides remedial support to students in the lowest quartile of performance. Students are placed on Fast ForWord or Reading Assistant based on STAR assessment results and progress through an individualized learning path during the year. Students who are at the 15th percentile or below (or when recommended or requested by parents) also attend a Fast ForWord/Reading Assistant program that takes place in the morning.

Power Readers is designed to promote reading comprehension by accelerating students’ interest and motivation to independently read. Students read, take AR quizzes, earn points and pass levels to move through the program. This also provides reading with accountability for students who are reading independently during the day.

MyOn is a literacy program that reinvents the ways in which students and teachers interact with text. MyOn provides anytime, anywhere access to a library of more than 10,000 enhanced digital books with multimedia supports, real-time reporting and assessments and embedded close reading tools. MyOn measures student Lexile levels and takes an interest inventory for each student in order to recommend books that appropriate and interesting. MyOn is the perfect complement to Power Readers as students may access quizzes on the AR program when they finish reading on Myon. 21st Century Community Learning Center Grant The 21st Century Community Center Grant (CCLC) funds the Sunset Academy program. Sunset Academy runs from 3:30-5:30 Monday through Thursday each week for a total of 135 school days. During the first hour of the program, licensed personnel provide academic interventions and homework assistance for students struggling academically. Initially, Star data was utilized to invite students performing below grade level to the program. Teachers were also given the opportunity to identify and recommend students who were struggling as well. Throughout the school year, as additional Star Assessment data is collected, any students who are identified as performing below grade or who show a regression will be invited to the program.

156 Pinecrest Academy St. Rose Literacy Plan December 14, 2015

Based on STAR assessment results from October, Pinecrest Academy St. Rose 1st through 6th grade students’ overall reading proficiency decreased with the exception of 3rd grade students. The following is an action plan to improve reading proficiency scores per grade level. Universal Screening and Deficit Identification Pinecrest St. Rose teachers have identified all students who do not show proficiency in reading. These students have begun the RTI (Response to Intervention) process. The AIMSweb universal screening assessment and the C.O.R.E Phonics Survey are administered to all students in RTI. These screening assessments allow teachers identify specific reading deficits for each student. Intervention Once each student’s reading deficit has been identified, teachers spend 30 minutes a day in a small group setting working with RTI students on their specific literacy deficit. Teachers document intervention strategies daily which may include but are not limited to:  Repeated and timed readings  Guided reading at student’s instructional level  Sight word activities  Buddy reading  Phonemic awareness instruction  Systematic or explicit phonics instruction An RTI committee has been formed. Each grade level is represented by at least one teacher who is the RTI ‘mentor’. The RTI committee meets weekly to discuss effective and ineffective strategies. Our school counselor and RTI chair person, Ms. Reynoso, has created a master binder that is available to teachers both digitally and in hard copy form. This binder includes resources and materials for all levels of reading including but not limited to:

157  Letter sounds  Sight words  CVC words  Vowel variants  Blends  Digraphs  Phonemic awareness  Fluency  Comprehension The master RTI binder includes detailed lessons for all reading skills. Progress Monitoring Each student in the RTI process is given a weekly fluency assessment through AIMSweb. This will allow teachers to assess each student’s progress toward ambitious grade level goals. Every six weeks, each grade level conducts an RTI PLC (Planned Learning Community) to discuss specific student’s progress or lack thereof. Continued Curriculum Teachers will continue to utilize the Reading Wonders program as Tier 1 instruction that includes whole group and small group differentiated lessons. The Power Reader program will continue to supplement the core curriculum by differentiating both by reading choice and reading level. The Power Reader program allows for independent reading practice while increasing stamina in young readers. Several teachers tutor our RTI students for an hour after school several days a week. Middle school students who are not proficient are grouped in a reading recovery course. The teacher in this course works with small groups to target reading deficits. This class also utilized the Power Reader program to increase stamina and comprehension.

158 Pinecrest Inspirada STAR MATH PROFICIENCY – FALL 2015 80 74 71 67 68 67 68 70 66 65 61 60 60 54 50 50 48 42 40

30

20 12 10 10 4 3 1 1 0 1st Grade 1st Grade 2nd 3rd Grade Grade 4th Grade 5th Grade 6th Grade 7th

-10 -6

% Base % Fall % of Change

159 Pinecrest ~ Inspirada STAR READING PROFICIENCY ~ FALL 2015 120

100 100

80 80 70 68 67 68 63 64 64 58 60 58 55 60 52

40

20 5 3 0 0 1st Grade 1st Grade 2nd 3rd Grade Grade 4th Grade 5th Grade 6th Grade 7th -2 -20 -13

-28 -40 -32 % Base % Fall % Change

160 ACTION PLAN ~ PHASE 1 Started: 11/19/15 • Identified non proficient students in reading and math according to STAR data report by grade level • Reviewed classroom data with individual teachers • Instructional coaches presented page 11 of Instructional Model highlighting benchmarks for STAR assessments • Required teachers to run their own summary report • Required teachers to run their Instruction Planning report; facilitating differentiated instruction based on students’ needs to become proficient according to Pinecrest Instructional Model • Required teachers to identify “Approaching” and “Emergent” students and create an individualized learning plan to be reviewed by their supervising administrator

161 ACTION PLAN ~ PHASE 2 Started: 12/14/15 • Principal’s bulletin to parents announcing the STAR practice test window; January 4th through 10th • Instructional coaches have been assigned grade levels to assist with non- proficient students based upon the October test results • Time structured in regular school day for differentiated instruction; small groups, one to one instruction for non-proficient students primarily during WIN (What I Need) time • Administration- creation and implementation of secure testing environment • Teachers completed blended learning and STAR data tracking sheets for every student

162 ACTION PLAN ~ PHASE 3 Ongoing • Review practice test result with individual teachers • Continue to progress monitor non-proficient students • In grade level meetings, teachers will continue to identify students “Approaching” or “Emergent” level of assessment • Instructional coaches will continue to provide support for assigned “at-risk” grade levels

163 PINECREST: SBAC 2014-2015

164 Number and Percent at each level

3rd Grade through 8th Grade ELA and Math Number at each level (Levels 1-4) for ELA Number at each level (Levels 1-4) for Math Percent at each level (Levels 1-4) for ELA Percent at each level (Levels 1-4) for Math

Slides: 3-14

165 166 167 168 169 170 171 172 173 174 175 176 177 Percent Proficient:

3rd Grade through 8th Grade ELA and Math ELA/Math Comparisons by grade Slides 16-18

178 179 180 181 Comparisons: Boys and Girls

3rd Grade through 8th Grade ELA and Math Comparisons by grade (All/Girls/Boys) Average score (Point Totals) Slides 20-21

182 183 184 Comparative Analysis: Pinecrest vs. Nevada

3rd Grade through 8th Grade ELA and Math Comparisons by grade (Doral vs. Nevada) % proficient Slides 23-24

185 186 187 Thank you

You are always welcome to contact me at 702-629-9719

Jim Kenyon

188 Pinecrest Academy 2015 SBAC Data

Pinecrest Comparisons of SBAC Data to Nevada Data (ELA Proficiency) 80 70 60 50 40 30 20 10 0 3rd grade 4th grade 5th grade 6th grade 7th grade 8th grade

Statewide Predicted Statewide Actual Pinecrest Actual

Pinecrest Comparisons of SBAC Data to Nevada Data (Math Proficiency) 80 70 60 50 40 30 20 10 0 3rd grade 4th grade 5th grade 6th grade 7th grade 8th grade

Statewide Predicted Statewide Actual Pinecrest Actual

189 Pinecrest Academy 2015 SBAC Data

Comparison states were selected based on performance on the National Assessment of Educational Progress (NAEP). The NAEP is a common measure of educational performance across the nation and is given to 4th and 8th grade students each year. The NAEP is the most frequently discussed measure of education for grades below high school. High performing states on the NAEP that also took the SBAC were chosen to compare to Pinecrest Academy’s SBAC scores. All scores shown are SBAC scores.

190

Smarter Balanced 2015 Preliminary Statewide Summative Results 2015 Math Grades 3 - 8

100% 6% 12% 12% 11% 15% 14% 13% 16% 15% 15% 14% 13% 90% 15% 80% 20% 22% 24% 18% 19% 22% 27% 27% 20% 22% 70% 31% 33% 60% Level 4 27% 32% 32% 31% 50% 33% Level 3 29% 36% 33% 34% Level 2 40% 28% 37% Level 1 30% 46% 40% 20% 36% 32% 35% 35% 32% 27% 30% 29% 26% 22% 10%

0% Actual Predicted Actual Predicted Actual Predicted Actual Predicted Actual Predicted Actual Predicted 191 3 4 5 6 7 8

Smarter Balanced 2015 Preliminary Statewide Summative Results 2015 English Language Arts Grades 3 - 8

100% 9% 8% 14% 11% 11% 11% 18% 15% 90% 19% 18% 18% 18%

80% 30% 30% 30% 20% 35% 36% 70% 22% 24% 23% 29% 34% 31% 60% Level 4

50% 27% 22% 28% Level 3 28% 23% 23% 29% 31% Level 2 40% 23% 30% 30% 31% Level 1 30%

20% 37% 35% 35% 33% 34% 31% 28% 30% 28% 25% 24% 10% 22%

0% Actual Predicted Actual Predicted Actual Predicted Actual Predicted Actual Predicted Actual Predicted 192 3 4 5 6 7 8 PINECREST SYSTEM TEACHER SURVEYS Inspirada St. Rose Horizon Fall Spring Fall Spring Fall Spring Q1 a 55 72 95 b 61 61 90 c 72 72 90 Q2 a 100 83 100 b 89 84 100 c N/A 61 95 d 55 N/A 75 e 100 72 100 f 77 94 100 g 89 100 100 Q3 a 88 61 90 b 95 94 100 c 89 83 100 d 89 89 100 e 100 94 90 Q4 a 78 72 90 b 61 61 90 c 83 78 100 d 78 66 100 e 67 89 95 Q5 a 95 83 90 b 78 89 100 c 61 67 85 Q6 a 39 61 70 b 61 72 85 c 61 50 75 d 72 56 75 Q7 a 78 67 80 b 61 55 75 c 83 61 95 d 83 72 95 e 94 95 100 f 77 83 100 Q8 a 89 78 100 b 83 95 100 c 66 44 95 d 94 88 100 e 77 50 95 Q9 a 78 77 95 b 88 83 90 c 77 72 85 d 100 94 90 e 84 67 85 Q10 a 56 28 80 b 33 28 75 c 50 39 75 d 67 34 80 e 50 28 80 3561 3302 4350 75.8 % Satisfied 70.3 % Satisfied 90.6 % Satisfied

18 Surveyed 18 Surveyed 20 Surveyed

193 PINECREST SYSTEM PARENT SURVEYS Inspirada St. Rose Horizon Fall Spring Fall Spring Fall Spring Q1 88 91 96 Q2 93 90 98 Q3 N/A N/A N/A Q4 74 84 96 Q5 69 84 93 Q6 73 83 91 Q7 70 81 89 Q8 76 62 85 Q9 55 54 76 Q10 76 71 89 Q11 66 87 94 Q12 70 62 92 Q13 78 74 95 Q14 75 81 90 Q15 92 88 95 Q16 89 82 95 Q17 56 55 69 Q18 78 83 92 Q19 52 48 72 Q20 62 77 94 Q21 N/A N/A N/A Q22 N/A N/A N/A Q23 N/A N/A N/A Q24 16 25 40 Q25 71 80 96 1479 1542 1837 70.43 % Satisfied 73.4 % Satisfied 87.48 % Satisfied

148 Surveyed 214 Surveyed 168 Surveyed

The numbers in each column represent the percent of respondents who marked "Agree" or "Strongly Agree" (unless it was favorable to mark the opposite). In cases where "N/A" is present, this indicates that there was not enough response or the question was not applicable to satisfaction ratings.

194